Resumo

RODRIGUES, Rafaela da Silva; DOMICIANO, Priscila Rodrigues Corbini  e  EMERICH-GERALDO, Deisy. Intellectual disability and autistic spectrum disorder: a literature review about the teachers' behaviors towards school inclusion. Cad. Pós-Grad. Distúrb. Desenvolv. [online]. 2018, vol.18, n.2, pp. 170-186. ISSN 1519-0307.  http://dx.doi.org/10.5935/cadernosdisturbios.v18n2p170-186.

In Brazil there is a law that guarantees the right to education and inclusion of children with special educational needs (SEN). However, it is important to understand which variables related to the teacher's behavior might influence for a real inclusive education. The present study is a literature review describing variants of teacher's behaviors that might influence the processes of inclusive education to children with intellectual disability and/or Autism Spectrum Disorder (ASD). The literature was searched using Scientific Electronic Library Online (SciELO) and PubMed Central (PMC). The following keywords in Portuguese and English were applied: Autistic Spectrum Disorder, Intellectual Disability, Teachers, Teacher Attitudes, Teacher-Student Interaction. Ten papers composed the final sample. In conclusion, the teacher has a mediation and facilitation role on the inclusion process. However, the lack of knowledge of teachers regarding children with atypical development and the lack of professionals for the total number of children in a classroom are barriers that prevent an effective intervention. The analysis revealed a need for initiatives that raise awareness and promotes qualification of these professionals, in order to enable them to offer the means best suited to develop academic and social skills, self-esteem, self-confidence and other emotional abilities.

Palavras-chave : Autistic Spectrum Disorder; Intellectual disability; Teachers; Teacher attitudes; Teacher-student interaction.

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