ASSISTIVE TECHNOLOGIES IN THE PROCESS OF SCHOOL INCLUSION OF CHILDREN WITH AUTISM

Abstract

This study examines the application of assistive technologies in the school inclusion of children with Autism Spectrum Disorder (ASD). The main goal was to analyze the effect of these technologies on inclusive education, limiting obstacles and possible future scenarios. The technique used was a systematic bibliographic review, with a qualitative focus, using academic databases and giving priority to Brazilian publications from the last ten years. The research analyzed several categories of assistive technologies, covering alternative and expanded communication systems, adapted education programs and sensory aids. The results show that these tools have the potential to considerably improve the communication, social interaction and academic performance of students with ASD, if applied correctly. However, obstacles such as lack of teacher training, resource constraints and customization requirements were identified as specific obstacles. The study also exposes a deficiency in longitudinal research on the long-term impact of these technologies. It has been established that assistive technologies have revolutionary potential in the school inclusion of children with autism, however, their effectiveness requires an integrated strategy that takes into account pedagogical, social and political elements. The research highlights the importance of investments in professional training, technological infrastructure and future studies to progress in building genuinely inclusive educational environments.