SILVA, Maria Sunária Menezes da.
Abstract:
This work addresses the challenges faced by teachers in the inclusion of children with
Autism Spectrum Disorder (ASD) in regular education, considering teacher training,
available resources for inclusion, and practical difficulties of inclusion. The general
objective was to investigate the main challenges faced by teachers in the inclusion of
children with Autism Spectrum Disorder (ASD) in regular education. To achieve this
objective, the following specific objectives were outlined: to examine how teachers
perceive the inclusion of students with ASD in regular classrooms; to identify the
resources used by teachers for the inclusion of students with ASD in classroom
activities; to analyze how teacher training is conducted for their development. The
methodology used was qualitative, with semi-structured interviews conducted with
teachers from public schools in the municipality of Sousa – PB, who work with students
with ASD, seeking to explore their perceptions and difficulties. The results show that
initial training is predominantly theoretical, being insufficient to meet the demands of
inclusive practice. The lack of institutional support and specific resources also limits
inclusive practices. It is concluded that the inclusion of students with ASD requires
greater articulation between theory and practice in teacher training, more investments
in specialized pedagogical support, and an institutional commitment to promoting an
inclusive environment.
