THE TEACHER'S ROLE IN THE INCLUSION PROCESS OF STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

This article aimed to analyze the teacher’s role in the inclusion process of students with Autism Spectrum Disorder (ASD) in regular education, highlighting pedagogical competencies, challenges faced, and strategies used to promote a truly inclusive practice. Methodologically, it is a bibliographic and qualitative research based on authors such as Mantoan (2015), Cunha (2019), Amaral (2018), Bosa (2016), and Oliveira (2020), who address the teacher’s role, affectivity, and inclusive pedagogical practices. Studies published between 2015 and 2024 were analyzed through Bardin’s (2016) content analysis. The results indicated that the teacher is the main mediator of learning and that their continuous training, sensitivity, and empathetic attitude are essential for the development and inclusion of students with ASD. It is concluded that the success of inclusion depends on a collaborative, affective, and reflective teaching practice, committed to valuing diversity and building a more humane, ethical, and equitable education.