DIFFICULTIES AND CHALLENGES FACED BY TEACHERS IN INCLUDING AUTISTIC STUDENTS IN THE EARLY YEARS OF ELEMENTARY EDUCATION IN THE MUNICIPAL SCHOOL SYSTEM OF THE CUBATÃO REGION

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in elementary school (grades 1-5) is one of the major challenges of contemporary education, especially in municipal contexts such as Cubatão-SP, where teachers face pedagogical, structural, and training barriers. The relevance of this research is justified by the need to understand how these difficulties impact the effectiveness of inclusion and, consequently, the academic and social development of students. The central objective was to investigate the perceptions and challenges of the teaching staff in the municipal school system of Cubatão in the inclusion process of autistic students, based on the hypothesis that the lack of specific training, coupled with a scarcity of resources and institutional support, compromises the quality of pedagogical practices. To this end, a qualitative, exploratory, and cross-sectional approach was adopted, based on semi-structured interviews with teachers from three municipal schools, whose statements were analyzed using thematic content analysis. The results revealed four main categories: insufficient teacher training, work overload, intuitive teaching strategies, and successful experiences. It was found that, although teachers resort to improvised practices due to a lack of preparation and support, partnerships with families and the use of creative strategies can generate significant advances in the learning and socialization of students with ASD. It is concluded that the effectiveness of inclusion depends on consistent public policies, investments in infrastructure, and ongoing training, in order to transform the school into a truly democratic and inclusive space.