THE RELATIONSHIP BETWEEN INCLUSION AND TEACHERS’ PERCEPTION OF AUTISM

Abstract

This study aimed to analyze the relationship between teachers' perceptions of autism and the inclusion of students with Autism Spectrum Disorder (ASD) in regular education. The research problem was to understand how educators' personal beliefs affect the pedagogical practices adopted and the inclusion of students with ASD. The research used a qualitative approach, through a bibliographic review of studies and articles published on the subject. The results indicated that teachers' beliefs, whether positive or negative, influence the pedagogical strategies applied, the school environment, and the academic performance of students with ASD. Teachers with a positive view of autism tend to adopt inclusive practices, while those with negative perceptions use approaches that hinder the full inclusion of students. The analysis also highlighted the importance of specialized support and ongoing training for teachers, in addition to emphasizing the essential collaboration between school and family for the success of inclusion. The final considerations indicated that continuous training and specialized support are essential to improve inclusive pedagogical practices, and that studies on the impact of teacher training and the use of differentiated strategies to ensure the inclusion of students with autism are necessary.