THE ROLE OF THE TEACHER IN MEDIATING THE LEARNING OF STUDENTS WITH DISABILITIES

Abstract

The present article aimed to analyze the role of pedagogical intervention and the performance of the support teacher in the learning of students with Autism Spectrum Disorder in mainstream education, based on a theoretical discussion on inclusive education and pedagogical practices oriented toward diversity. The theme focused on understanding mediating action as an articulating practice among student, curriculum, and school organization, considering the formative and institutional challenges that permeated teaching practice. The research was developed through a bibliographic approach of a qualitative nature, grounded in the selection, reading, and interpretative analysis of recent scientific articles that addressed educational mediation, teacher education, and the role of the support teacher in inclusive contexts. The results indicated that the learning of students with Autism Spectrum Disorder was enhanced when pedagogical support was integrated into school planning, collaborative work, and the organization of routines and strategies suited to the specificities of this population. It was also evident that the performance of the support teacher was not configured as an isolated action, but rather as a mediating practice complementary to that of the classroom teacher, sustained by appropriate teacher education and favorable institutional conditions. It was concluded that mediating action in the educational process represented a fundamental element for the realization of the right to learning, pointing to the need for formative policies, clarity of roles, and the strengthening of collaborative work in inclusive schools.