From Inside Out: Autism And The Challenges Of Inclusive Education In Teacher Training

Abstract

This article proposes a critical reflection on the structural weaknesses of Brazilian education in recognizing, supporting, and monitoring students with Autism Spectrum Disorder (ASD), especially those classified as level 1 support. Using an autobiographical approach, it analyzes the impact of late diagnosis on the school, social, and emotional trajectory of a woman from the periphery and extreme poverty, diagnosed at the age of 40. The diagnosis is discussed beyond a pathologizing perspective, understood as an instrument for empowerment, access to rights, and identity re-signification. The role of initial and continuing teacher education in the early identification of ASD signs, addressing school exclusion, and developing inclusive pedagogical practices with individualized student-centered plans is highlighted. It is concluded that the absence of attentive and humanized pedagogical practices contributes to marginalization, illness, and lack of belonging, whereas effective inclusive education can transform trajectories and produce social justice.