In developmental age the drawing process represents one of the best tools to assess the level of maturity reached by the child in his various areas of functioning. This single case study considers a 15 years old boy diagnosed with Autism and Sensory integration disorder, more specifically it is concerning his drawings and development of his drawing process between years of the age 8-15. The practical part of this study consists of document analysis (his drawings from past) and a close look at the specifics in his drawing process. This research will focus on tactile and propriception sensory systems in the process of drawing. Drawing that in its manifestation took greater communicative value, so becoming a valuable tool for acessing the relational openness when a child uses his own drawings to spontaneoussly represent objects of the surrounding world, this opens an impontant channel of communication, which allows him to express his feelings, needs and desires. Drawings leave tangible traces that allow the child a more concrete comparison with the world. Adequate sensory organisation is of great importance in order to use the objects and interact with the world. The difficulties in sensory integration are responsible for most of the problems of autistic children. Considering the difficulties that the child with autism encounters in integrating the various senses and in conceptualising them, it is better understood as how important is drawing, if intended as act of knowledge. In this case study we will try to highlight the drawing stages reached and the correlation between typical drawing development and drawing process development of the autistic boy with Sensory Integration disorder. In this research we will also focus on actual process on his drawing and planning necessary for the activity.
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