Abstract
This study aims to reflect on how the students with autism spectrum disorder can trigger changes in the training processes in regular schools so as to facilitate all the students’ learning. It presents the evolution of the autism spectrum disorder nosology by taking into consideration that the teacher must know each student in order to follow his or her learning process. This nosology also considers that the teacher must distance himself or herself enough to perceive the class demands. The chapter seeks to analyse reports from a research with teachers at elementary schools in the state of Rio de Janeiro. The reports are related to those teachers’ performances in classrooms with at least one student with autism spectrum disorder. It proposes that the assistive technologies, which are used and known mainly by the Special Education teachers, can serve as powerful tools when used by the regular classroom teacher.
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