DIGITAL TECHNOLOGY ALLIED TO TEACHING PRACTICE FOR STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD) IN A SINGLE-SHIFT PUBLIC SCHOOL OF ELEMENTARY EDUCATION II IN THE PUBLIC NETWORK OF RIO DE JANEIRO

Abstract

This article sought to analyze how the use of digital technologies can contribute to the construction of inclusive pedagogical practices aimed at students with Autism Spectrum Disorder (ASD) in a single-shift public school in the city of Rio de Janeiro. The research adopted a qualitative and exploratory approach, with a field survey conducted through a structured questionnaire, applied to 21 educators working in Elementary School II. The data were analyzed based on emerging thematic categories, which allowed us to identify challenges, perceptions and strategies related to the pedagogical use of technology in the context of school inclusion. The results indicate that, although there are structural and formative limitations, digital resources, such as educational applications, Augmented and Alternative Communication (AAC) software and interactive platforms, have great potential to support the academic and socio-emotional development of students with ASD. It is concluded that the effectiveness of these tools depends on the continued training of teachers and the intentional planning of activities, with technology being an important ally in strengthening a more equitable and accessible education.