CHALLENGES FACED BY TEACHERS IN THE INCLUSIVE LITERACY OF STUDENTS WITH ASD

Abstract

Inclusive literacy for students with Autism Spectrum Disorder (ASD) poses significant challenges for teachers working in special education settings. Core issues include communication and social interaction difficulties, cognitive rigidity, and the demand for individualized curriculum adaptation. Many teachers feel unprepared due to insufficient training and limited access to effective inclusive pedagogical practices. The lack of multidisciplinary support and the gap between inclusive education policies and classroom realities further complicate the situation. To address these challenges, it is crucial to invest in ongoing teacher training, strengthen school-family collaboration, and promote educational practices that ensure genuine school inclusion for all learners.