A formação inicial de professores para a inclusão escolar de alunos com transtorno do espectro autista

Abstract

This undergraduate thesis aims to understand how teacher training can contribute to the inclusion of students with Autism Spectrum Disorder (ASD). To achieve this, the following specific objectives were established: to reflect on the conceptions of ASD through legislation; to identify the difficulties and challenges faced by teachers in the school context; to analyze teachers' perceptions of the impact of teaching practices on the development of students with ASD. The guiding question of the research was: what is the current state of teacher training in the municipal network concerning the inclusion of students with ASD? The employed in this study is qualitative, based on bibliographic studies through a review of articles on the topic. The research is justified by the relevance of adequate teacher training for the effective inclusion of students with disabilities, especially those with ASD, being fundamental for promoting inclusive and quality education for all. The interest in the topic arose from the experience with a student with Attention Deficit Hyperactivity Disorder (ADHD) during participation in the Institutional Program for Teaching Initiation (PIID), and was strengthened by colleagues' reports about working with autistic children. Despite the existence of public policies and advances in studies on ASD, significant gaps still exist in the initial and ongoing training of teachers, impacting the implementation of inclusive teaching practices. It is concluded that there is a need for investment in teacher training, as well as strengthening the dialogue between school, family, and other education professionals to ensure the full development of students with ASD.