A IMPORTÂNCIA DA FORMAÇÃO CONTINUADA DE PROFESSORES FRENTE AO TRANSTORNO DO ESPECTRO AUTISTA: UMA ANÁLISE A PARTIR DA EDUCAÇÃO INFANTIL.

Abstract

The inclusion of students with Autistic Spectrum Disorder (ASD) is a major challenge today. In the field of early childhood education, we find teachers who have never lived or had experience in the classroom with students with ASD. When these teachers see themselves in this reality, they feel insecure to conduct actions that help in the development and inclusion of these students, since the graduation does not deepen the different pathologies that exist in society. In this context, this article seeks to verify to what extent the continuing education of teachers contributes to the development and inclusion of students with ASD in early childhood education. The research is exploratory of a qualitative character in which a questionnaire with open questions was applied as a research tool, applied to teachers. Documentary and bibliographic research was also used.