FACTORS THAT IMPACT THE HEALTH OF TEACHERS OF STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

This article analyzes the factors that impact the physical and mental health of teachers who work with students with Autism Spectrum Disorder (ASD) in the context of inclusive education. The study is based on a qualitative, bibliographic, descriptive, and exploratory approach, grounded in authors who discuss the history of people with disabilities, teacher education, pedagogical challenges related to autism, and teacher health. Initially, it discusses the historical evolution of the social understanding of disability, marked by exclusion, medicalization, and, more recently, by the defense of rights and inclusion. It then addresses teacher education, highlighting its weaknesses in meeting the demands of inclusive practice. The text shows that, when working with students with ASD, teachers face difficulties related to communication, behavior management, resource adaptation, and the lack of institutional support. As a consequence, impacts on health arise, such as stress, emotional exhaustion, sleep disorders, physical symptoms, and professional demotivation. Therefore, the need for more effective educational policies is reinforced. It is concluded that school inclusion requires not only access for students with ASD, but also appreciation, training, and support for teachers.