School Support as a Mechanism for Integrating Children with Autism Spectrum Disorder into the Algerian Primary School

Abstract

This article addresses the issue of school support as a fundamental mechanism for supporting the integration of children with Autism Spectrum Disorder into the Algerian primary school, based on the gradual shift towards inclusive education and ensuring the right of this group to learning and participation. The article aims to highlight the importance of school support in achieving effective educational and social integration, and to identify the main roles played by the support assistant in helping the child adapt to the school environment, understand instructions, participate in activities, develop communication and interaction with peers, and enhance independence. It also seeks to identify the main conditions and strategies that make school support more effective, particularly pedagogical adaptation, the use of visual aids, the organization of the school routine, positive reinforcement, and coordination among the support assistant, teacher, family, and specialists.

The article is based on a review of the relevant Algerian literature and studies concerning school support and the integration of children with Autism Spectrum Disorder. Recent literature highlights that school support can contribute to improving school participation, communication, and adaptive behavior; however, its effectiveness remains dependent on a number of organizational, human, and pedagogical factors. In the Algerian context, the process of providing educational care for this group is witnessing significant development, with increasing attention to the development of pedagogical programs and the enhancement of support for cases integrated into regular classrooms. Nevertheless, it continues to face challenges, including inadequate specialized training, a shortage of appropriate educational resources, disparities in available capacities, and difficulties in coordination among the various stakeholders.

The article concludes that school support should not be limited to assisting the child within the classroom; rather, it should constitute an integrated system aimed at achieving genuine and sustainable participation, while gradually reducing the child’s dependence on the support assistant and enhancing the child’s independence. This also requires the adoption of individualized educational plans that take into account individual differences and support the child’s gradual transition towards independence within the school.