Abstract
In this paper, the question arises as to whether modern social theories about education make sense, among other things, of the identity of the person who is a carrier of the disability of autism. The critical view for a common educational "place" regarding the specificity of lifelong disability is attempted to be understood through the deficit in the education of social skills and the identity of the person with autism. The dominant characteristic of the invisible disability of autism is examined based on Goffman's theoretical views on the social construction of "stigma", and of Bourdieu on the social reproduction of unequal relationships. In the complex of special education and training, social considerations often discuss the clinical approach without overlooking the importance of establishing social relations in the identity of the person with autism.
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