CHALLENGES AND POSSIBILITIES OF TEACHER TRAINING FOR EDUCATION OF STUDENTS WITH ASD IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

This study aims to analyze the challenges and opportunities of teacher training for students with Autism Spectrum Disorder (ASD) in the early grades of elementary school. It specifically discusses the characteristics of ASD, the need for effective inclusive policies, and the role of teachers in the teaching-learning process. It also addresses the importance of differentiated methodologies, the use of assistive technologies, and the emotional and pedagogical training of educators. It highlights that, although there have been advances in inclusive education, obstacles remain related to professional training, curricular adaptation, and school structure. Therefore, the research emphasizes the need for teachers to combine theoretical and practical knowledge, combining innovative pedagogical resources and individualized observation strategies to meet the specific needs of each student. Furthermore, it is clear that inclusion cannot be treated merely as a legal formality, but as an ethical and pedagogical commitment that requires the participation of the entire school community. Thus, the reflection indicates that, when well-managed, inclusive education benefits not only students with ASD, but the entire community, by fostering values of respect, empathy, and citizenship. Therefore, it can be concluded that the school inclusion of autistic students requires structural, pedagogical, and social changes, with a focus on valuing diversity and the right to quality education for all.