THE ROLE OF SCHOOL MANAGEMENT IN THE TRAINING AND SUPPORT OF TEACHERS FOR THE INCLUSION OF STUDENTS WITH ASD

Abstract

This paper examines how school leadership orchestrates policies, professional learning, and pedagogical supports to ensure the inclusion of students with Autism Spectrum Disorder by aligning instructional leadership, Universal Design for Learning, specialized educational services, and teacher development to reshape school culture, strengthen classroom practices, and build cross-sector networks that guarantee participation, learning, and belonging, grounded in national and international frameworks and evidence on effective practices for inclusive education and ASD.