TEACHER TRAINING FOR THE INCLUSION OF STUDENTS WITH AUTISM: CHALLENGES AND OPPORTUNITIES

Abstract

This study examines the obstacles and possibilities in training teachers to integrate students with Autism Spectrum Disorder (ASD) into the conventional education system in Brazil. The main goal was to identify deficiencies in teacher training programs, analyze successful inclusion practices, and propose tactical suggestions to improve teacher training. The technique employed consists of a systematic, qualitative literature review, including the evaluation of books, scientific articles, theses, and official documents. The research was conducted in academic databases, online libraries, and institutional repositories. The results showed that, despite progress in public policies aimed at inclusion, the implementation of these policies still faces considerable obstacles, especially in teacher training. A gap was detected between inclusion policies and daily practice in classrooms, highlighting the demand for more in-depth teacher training on autism. The study highlighted the relevance of a methodology that combines theoretical knowledge with teaching tactics, in addition to the need for multidisciplinary cooperation in teacher training. The importance of assistive technologies and digital resources in the education of students with ASD was also highlighted. The conclusion is that teacher training programs need to be reformulated, both at the beginning and in the ongoing process, to better prepare them for the challenges of including students with autism. The study also highlights the relevance of public policies that provide adequate resources and support for the effective implementation of inclusive education.