ENHANCING REFLECTIVE AND METACOGNITIVE COMPETENCES IN TEACHER EDUCATION FOR THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER

This study proposes a training activity to enhance reflective and metacognitive competences in special education teachers, with a focus on the inclusion of students with Autism Spectrum Disorder (ASD). Through an exercise involving the objective description of a silent short film, participants practiced inhibiting automatic mental attributions. Grounded in the theory of simplexity and educational neuroscience, the activity aimed to promote flexible, conscious, and inclusive teaching practices. Preliminary results from 177 participants show increased awareness of interpretive automatisms and support the effectiveness of this approach in fostering inclusive education.