INTERVENÇÕES BASEADAS EM TECNOLOGIA PARA O ENSINO DE LEITURA A CRIANÇAS COM AUTISMO

Abstract

This study addressed the effectiveness of technological interventions in teaching reading to children with Autism Spectrum Disorder (ASD). The research problem consisted of investigating to what extent these technologies could be applied to promote reading learning. The general objective was to identify and analyze the main technological interventions available for this purpose. The methodology adopted was a bibliographic review, in which scientific articles, dissertations and theses on the subject were selected and analyzed. The results indicated that technologies such as applications, software, augmented reality and augmentative and alternative communication (AAC) have the potential to promote an adaptive learning environment, which facilitates the development of reading skills in children with ASD. However, the study pointed out significant barriers to the application of these technologies, such as restricted access to devices, the need for continuous teacher training and the high cost of resources. The final considerations highlighted the importance of educational policies that ensure technological accessibility and teacher training, in addition to recommending future studies to expand the analysis of interventions. This work contributed to the understanding of the possibilities and limitations of using technologies in teaching reading to children with ASD, providing support for inclusive educational planning.