TEACHER TRAINING FOR THE LITERACY OF STUDENTS WITH AUTISM SPECTRUM DISORDER FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

Abstract

This bibliographic and qualitative study analyzes teacher training for the literacy of students with Autism Spectrum Disorder (ASD) from the perspective of inclusive education. It is based on the understanding that effective school inclusion requires more than enrolling students in regular classes; it demands a set of adapted pedagogical strategies, grounded in scientific evidence, and articulated with the reality of each student. The research was developed through the review of articles, books, dissertations, and official documents published in the last ten years, prioritizing the most recent five, without disregarding classic authors who underpin the field. The results revealed significant gaps in initial training, predominance of punctual actions in continuing education, and lack of clear models for implementing inclusive practices in the literacy of students with ASD. It was found that innovative methodologies, such as the use of audiovisual resources and interdisciplinary training, contribute to bridging theory and practice, strengthening teachers’ work. The discussion reinforces that investing in teacher training is investing in the quality and equity of education, highlighting that the effectiveness of inclusion depends on articulated public policies, institutional support, and ethical commitment. It is concluded that training must be continuous, specific, and sensitive to the singularities of ASD, in order to ensure not only access but also meaningful learning and the full development of these students.