Teacher Education for the Management of Neurodevelopmental Disorders

Abstract

Teachers education to manage neurodevelopmental disorders is essential for achieving inclusive education. This article, through a systematic review of the literature, aims to understand how theoretical approaches, pedagogical practices, and Brazilian public policies have contributed to teacher training to work with students with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Neurodevelopmental Disorders (PDD). Based on the analysis of academic studies selected from Google Scholar, SciELO, and CAPES Journals, gaps in initial training, difficulties in accessing continuing education, and a lack of integration between theory and practice in the school context were identified. The results indicate that teacher training focused on inclusion requires structural investments, curriculum review, and ongoing institutional support. The importance of universities and public policies in transforming pedagogical practices and strengthening the commitment to educational diversity is also highlighted.