Contributions of continued teacher education in the face of autism spectrum disorder

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) is a great challenge nowadays. In early childhood education we find teachers who have never lived or had experience in a classroom with students with ASD. These teachers, seeing themselves in this reality, feel insecure to conduct actions that help in the development and inclusion of these students. In this context, this article seeks to identify the benefits that the continuing education of teachers brings to the inclusion and development of students with Autism Spectrum Disorder (ASD). This is an exploratory, qualitative research in which a questionnaire with open questions was used as a research instrument, applied to the teachers. A documentary and bibliographic research was also used. The research indicated that although continuing education brings significant learning in the life and development of the student with ASD, it is necessary an articulation between practices of the State, educational institutions, education professionals and parents, always aiming at the development and evolution of the student.