INCLUSIVE INTELLIGENCES IN TEACHER EDUCATION: THEORETICAL FOUNDATIONS FOR SPECIALIZED EDUCATIONAL SUPPORT AND WORK WITH STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

The article develops the concept of inclusive intelligences as a theoretical foundation for teacher education within Specialized Educational Services (SES), particularly in work with students with Autism Spectrum Disorder (ASD). The theoretical framework includes [ELIMINADO PARA FINS DA REVISÃO POR PARES]; Morin (2005a); Schön (1998); Tardif (1992); Florian (2014); van Manen (2003); Nussbaum (2013); Ainscow (2020), among others. Based on a narrative review and hermeneutic analysis, the study identifies four essential components of this professional competence: sensitivity to diversity, which recognizes cognitive plurality as a value; pedagogical responsiveness, understood as the ability to adjust practices in real time; critical reflection on practice, which enables the production of situated knowledge in the face of complexity; and inclusive planning from the outset, which integrates diversity as an organizing principle of pedagogical action. These elements, articulated with frameworks such as neurodiversity, teacher knowledge, complexity, and inclusive pedagogy, support the hypothesis that SES training requires competencies that go beyond technical and prescriptive models. The article concludes that inclusive intelligences offer a consistent theoretical basis for understanding and guiding training processes capable of responding to the heterogeneity, unpredictability, and ethical demands involved in working with students with ASD.