TRAINING FOR TECHNICAL-ADMINISTRATIVE STAFF ON SUPPORTING AND MANAGING NEURODIVERGENT STUDENTS: PATHWAYS TOWARD BROAD INCLUSION AT THE UFRJ LABORATORY SCHOOL (COLÉGIO DE APLICAÇÃO DA UFRJ)

Abstract

This narrative review article addresses the transformations at the *Colégio de Aplicação* of the Federal University of Rio de Janeiro (CAp-UFRJ) within the context of public policies for inclusive education. The study examines the role—and the need for ongoing professional development—of the technical-administrative staff in education (TAEs) when faced with instances of behavioral dysregulation and crises among students with neurodevelopmental disorders or psychosocial disabilities, particularly during the occasional absence of specialized educational support staff (*Atendimento Educacional Especializado* – AEE).