From Theory to Practice: Exploring Teachers' Attitudes toward Autism Inclusion and Challenge (Theoretical Review)

Abstract

This theoretical review discusses the transformation of the educational paradigm towards inclusive models that seek the integration of students with autism in regular schools. The relevance of the teacher's attitude in this transformation is highlighted, being teacher training a fundamental pillar. In addition, despite the advances, doubts persist about the effectiveness of such preparation, therefore, the attitudes of teachers in different countries towards diversity and educational inclusion are examined, identifying differences, and highlighting the importance of theoretical and practical training. The review includes the presentation of results from 11 scientific articles, highlighting contextual characteristics and paradigms; key categories are discussed, such as teachers' attitudes and perceptions towards diversity, obstacles to inclusion and positive aspects of inclusive education.

Key words: attention to diversity, teacher training, systematic review, autism spectrum disorder (ASD).