THE IMPACT OF ASSISTIVE TECHNOLOGIES ON THE DEVELOPMENT OF EXECUTIVE FUNCTIONS IN STUDENTS WITH LEVEL 1 AUTISM IN HIGH SCHOOL

Abstract

This article explores the application of Assistive Technologies (AT) in supporting Executive Functions (EF) in students with Autism Spectrum Disorder (ASD) Level 1 in High School, focusing on their potential and challenges in promoting autonomy. The objective is to analyze how AT, acting as cognitive prosthetics, impacts organization, planning, and academic engagement. The research used a qualitative approach, combining classroom observations and document analysis in three case studies, selected through convenience sampling. Data analysis followed the methodology of thematic categorization and content analysis, according to Bardin L (2016) and Bogdan R and Biklen S (1994). The results reveal that AT integration can significantly increase student motivation and engagement, in addition to facilitating the development and compensation of Executive Functions. However, the research identified challenges such as the lack of adequate infrastructure and specific technical support, the need for continuous teacher training in Neurodiversity, and resistance to methodological changes. It is concluded that, to maximize the benefits of AT and ensure cognitive accessibility, continuous investment and an integrated approach that formalizes its use in the Individualized Education Plan (IEP) and involves the entire school community are crucial.