THE ROLE OF DIAGNOSIS IN DEVELOPING A PERSONALIZED INCLUSION PLAN FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

Classified among children with special educational needs, children with autism spectrum disorder (ASD, as defined by the DSM-5, 2015) require accurate diagnosis to enable early and more precise identification of their specific characteristics and needs.This is essential to facilitate their integration into inclusive classrooms, taking into account the physical, social, and pedagogical dimensions of this integration (Vienneau, 2006).It is crucial to adapt teaching methods by using visual supports and reducing sensory stimuli, for example.However, a misdiagnosis of the actual needs of these children can lead to inadequate monitoring of their development, particularly when confused with other conditions such as intellectual disability or attention deficit hyperactivity disorder (ADHD).A study conducted in primary schools in the Souss Massa region that accommodate children with ASD reveals the need to revise diagnostic procedures.This study highlights the importance of close collaboration between physicians, psychomotor therapists, and speechlanguage pathologists.It also emphasizes the value of integrating neuroscience by using brain-imaging techniques such as MRI and EEG.In addition, conducting a language assessment to evaluate receptive and expressive language skills (verbal and non-verbal communication) is recommended.Communication with parents is also essential to gather information about their children's daily behavior, particularly through the ADI-R (Autism Diagnostic Interviewer-Revised).This article offers various avenues for reflection to optimize the use of available diagnostic tools.