The educational trajectory of students with autism and intellectual disability: assessment of reading, writing, mathematics and verbal behavior

Abstract: The research aimed to characterize the mathematical, reading, writing and intraverbal behaviors of students with autism spectrum disorder and Intellectual Disabilities, and to relate them to their educational trajectories. Four male students participated, aged five, thirteen, seventeen and twenty years old. The educational trajectory was identified through a semi-structured interview with their families, while the assessment of reading, writing, mathematics and intraverbal behaviors was conducted through specific tests. The statistical analysis used the paired t-test to compare the data, with the identification of the correlation between evaluated performances. The analysis of the educational trajectory identified the urgency of specialized services in the context of the ordinary class, such as support for the schooling process, through personalized and systematized teaching objectives in the Individualized Educational Planning for students, to guarantee quality education.