Abstract
The main hypothesis focuses on the ability of literature teachers to understand the difficulties of a student with Autism Spectrum Disorder [ASD] in junior high school (as presented in the film Ben X). The paper presents school and instructional integration in secondary education with the methodology of observation for special educational needs [SENs] in autism. For this purpose, the pedagogical tool "Targeted, Individual, Structured, Integrated Intervention Program of Special Education and Training" [TISIPfSEN] is used, with an emphasis on the school's weekly timetable. According to the findings, hetero-observations and the teacher's informal pedagogical assessment contribute to the definition of teaching priorities for the student in terms of time spent on the computer and cooperation with classmates.
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