A formação de professores para a inclusão de alunos com autismo na escola regular

Abstract

This study aims to investigate teacher training for the inclusion of students with Autism Spectrum Disorder (ASD) in regular schools. School inclusion, as a fundamental principle of inclusive education, requires adequate teacher preparation to meet the specific needs of students with ASD, promoting effective and equitable learning. To this end, the following specific objectives were outlined: to investigate current approaches in initial teacher training related to the inclusion of students with ASD and assess how these approaches prepare teachers; to examine the pedagogical practices adopted by teachers in the context of inclusion, analyzing their effectiveness and the challenges faced; and to propose recommendations for improving teacher training to enhance inclusive education. The research adopts a qualitative approach, involving a literature review, document analysis, and interviews with primary and secondary education teachers. The findings highlight gaps in both initial and continuing teacher education, underscoring the need for more inclusive pedagogical practices and training strategies that address diversity. The study concludes that teacher training is essential to ensuring the inclusion of students with ASD and that more robust educational policies are necessary to effectively implement school inclusion.