Autism Spectrum Disorder in the Educational Context: A Detailed Case Report.

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition characterized by deficits in social communication and interaction, alongside the presence of repetitive and restrictive behaviours. The diagnosis is based on the criteria outlined in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and requires a multidisciplinary and longitudinal clinical approach. Early symptom identification and timely intervention significantly influence treatment outcomes and the child's functional capacity. This case report presents a male child with pronounced developmental, communicative, and adaptive difficulties evident from early childhood. He demonstrated symptomatology indicative of ASD in at least three categories of the diagnostic manual. Throughout a multi-phased diagnostic and therapeutic process conducted over several years, the child exhibited difficulties in the processing of sensory stimuli, language deficits, emotional dysregulation, and limited adaptability to new social environments. Despite participation in a customized educational program and implementation of therapeutic interventions (integrative sensory therapy, speech-language pathology, psychopharmacology), the child's schooling was marked by frequent behavioral decompensation and a strained collaboration between parents and the educational system. This report highlights systemic deficiencies in the care infrastructure for children with ASD, particularly concerning human resource limitations, inconsistent institutional support, and inadequate coordination between healthcare and educational services. The lack of clear jurisdiction and procedural guidelines hinders the establishment of optimal educational models. A comprehensive reform is imperative, aiming to develop an integrated, individualized, and professionally grounded support system. ASD requires a comprehensive, coordinated, and individualized therapeutic and educational approach, with continuous assessment of treatment efficacy. The report underscores the urgent need for systemic changes in the care and education of children with developmental disorders to improve their overall quality of life.