TEACHING QUALIFICATION: LINK FOR INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDER (ADS)

Abstract

The present work carried out a study on Autism Spectrum Disorder (ASD) focusing on the school environment. The research was guided by the following question: how does legislation guarantee access to inclusive education through the qualification of teachers of children with ASD? Furthermore, the general objective of this study was to discuss teacher qualifications and their essentiality for the inclusion of children with ASD in schools. The specific objectives are to analyze the relationship between social inclusion and education, highlight the peculiarities in the development of children with ASD and discuss the importance of teaching in the process of inclusion of children with ASD. The research took place methodologically with a qualitative approach, using bibliographic and documentary research. The research showed that teacher qualifications are necessary for school inclusion to occur. It was also found that prepared teachers are more capable of expanding their learning methods, offering a more welcoming, adapted and inclusive environment, promoting development more effectively.