Educational inclusion, medical report and ASD

case study in light of Vygotsky’s concept of defectology

Abstract

We present a case study resulting from a situation experienced in 2019, aimed at children aged 6 to 12, in the after-hours school, in a SESC RJ unit, in Baixada Fluminense. In view of sharing the struggle and symbolic mourning of a mother when faced with receiving a diagnosis/report for her seven-year-old son, a participant in the project, we seek to reflect on the impact that a medical report can have on the learning process symbology of a child recently diagnosed with Autism Spectrum Disorder (ASD) and about the possible consequences of this diagnosis in the environments frequented by the child and his family. To this end, as a theoretical foundation, we work in dialogue with Vygotski’s defectology studies.