A formação de professores para a inclusão do aluno com Transtorno do Espectro Autista (TEA)

Abstract

This research aimed to investigate how teacher training and their educational methodologies can significantly contribute to the learning process and the cognitive, affective, and emotional development of students with Autism Spectrum Disorder (ASD). The study addresses the challenges of teacher education for the inclusion of students with ASD, the role of teacher training in the inclusion process of autistic children, and the pedagogical approaches and public policies focused on teacher qualification. To achieve these objectives, a bibliographic and documentary research with a qualitative approach was conducted. Data collection was based on the analysis of books, scientific articles, official documents, and legislation related to inclusion and teacher training. The theoretical framework was supported by authors such as Mantoan (2006), Nóvoa (2009), Cunha (2012), and Oliveira (2013), in addition to Brazilian educational legislation such as the LDB. Despite legal guarantees, initial training offered by undergraduate teaching programs is still insufficient to meet inclusion demands, highlighting the need to strengthen continuing education actions. The importance of adopting pedagogical practices that respect the uniqueness of students with ASD is also emphasized, using strategies such as active methodologies, structured teaching, assistive technologies, alternative communication, and curricular adaptations. To ensure the right to learning and the full development of students with ASD, it is essential to invest in teacher training, providing teachers with theoretical and practical knowledge to promote inclusive education capable of addressing the diversity present in classrooms.