THE ROLE OF THE TEACHER IN BUILDING PERSONALIZED CURRICULA FOR STUDENTS WITH ASD

Abstract

This article addresses the role of the teacher in constructing personalized curricula for students with Autism Spectrum Disorder, considering the growing demand for inclusive educational practices that respect the uniqueness of students and promote meaningful learning. The research problem is understanding how the teacher's role can effectively contribute to the development and implementation of pedagogical strategies that meet the specific needs of these students in the school context. The overall objective of the study was to analyze, through a literature review, the main theoretical contributions related to the teacher's role in curriculum personalization aimed at students with ASD, seeking to identify pedagogical practices, challenges faced, and possibilities for intervention within the scope of inclusive education, in order to understand how these actions can favor the academic, social, and emotional development of students. The methodology adopted was characterized as qualitative research, of an exploratory nature, based on the analysis of 14 scientific articles published between 2023 and 2026, all in Portuguese, selected from the Google Scholar and SciELO databases. The data were organized and interpreted through thematic analysis, which allowed the identification of relevant categories related to teacher training, curriculum adaptation, the use of active methodologies, educational technologies, and inclusive assessment. The results showed that the construction of personalized curricula is directly associated with the teacher's role as a mediator in the teaching-learning process, highlighting the importance of continuing education, individualized pedagogical planning, and the use of diversified strategies that consider the specificities of students with ASD. In addition, significant challenges were identified, such as lack of professional preparation, limited resources, and insufficient institutional support, factors that directly impact the effectiveness of inclusive practices. It is concluded that curriculum personalization constitutes an essential strategy for promoting educational inclusion, with the teacher being a central element in this process; however, their performance depends on adequate structural and training conditions, highlighting the need for investments in public policies and teacher training, thus contributing to the strengthening of more equitable pedagogical practices and to the advancement of inclusive education in the school context.