A CAPACITAÇÃO DOCENTE COMO MEDIDA FUNDAMENTAL NA INCLUSÃO ESCOLAR DE ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA

Abstract

The study explores the need for teacher training to properly teach students with Autism Spectrum Disorder, a group that needs special support and assistance to exercise their Right to Learn. The lack of inclusion policies and investment in inclusive education leads to school dropouts, as well as empty teaching in which the teacher does not teach and the student does not learn. Given the inertia of public and private managers in training teachers and others involved in the educational process, students and their families find themselves deprived of a basic social right and are sometimes forced to resort to citizen defense agencies to obtai n something that should be a premise of public administration at all levels of government. The inductive method was used to prepare the study, due to the observation of specific cases to produce the findings presented, as well as bibliographical research t hat addressed standards, judgments and statistics that are fundamental to understanding the chosen object.