THE IMPORTANCE OF CONTINUING TEACHER EDUCATION FOR THE INCLUSIVE EDUCATION OF STUDENTS WITH AUTISM SPECTRUM DISORDERS (ASD)

Abstract

Inclusive education has become a fundamental principle of contemporary schools, demanding pedagogical practices capable of addressing the diversity present in the school environment. In this context, continuing teacher education plays a central role in the effective inclusion of students with Autism Spectrum Disorders, considering the specificities related to communication, social interaction, and learning processes of these students. This article aimed to analyze the importance of continuing teacher education for the inclusive education of students with Autism Spectrum Disorders, highlighting its impacts on pedagogical practice. The research adopted a qualitative approach, of a bibliographic nature, based on the analysis of books, scientific articles, and official documents that address teacher training, inclusive education, and educational services for students with ASD. The results show that continuing education contributes significantly to strengthening inclusive pedagogical practices by expanding teacher knowledge, promoting curricular flexibility, encouraging the use of diversified strategies, and fostering greater professional confidence. It was also observed that continuous training processes positively impact the organization of the school environment, assessment practices, and interpersonal relationships, favoring the participation and development of students with ASD. The final considerations indicate that continuing education should not be understood as a one-off action, but as a permanent process, essential for building an inclusive school. It is concluded that investing in continuing teacher education is an indispensable condition for guaranteeing a more equitable, welcoming education committed to the right to learning for all students.