SPECIALIZED EDUCATIONAL SERVICES AND DIGITAL TECHNOLOGIES IN COMPLEMENTING THE LITERACY CURRICULAR PROGRAM FOR STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

This article seeks 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 municipality of Rio de Janeiro. The research used a qualitative and exploratory approach, with a field survey carried out by means of a structured questionnaire, applied to 21 educators working in Fundamental Education II. The data are analyzed based on emerging thematic categories, which will allow the identification of challenges, perceptions and strategies related to the pedagogical use of technology in the context of even the school. The results indicate that, despite structural and training limitations, digital resources, such as educational applications, Alternative and Expanded Communication (AAC) software and interactive platforms, present 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 for the strengthening of a more equitable and accessible education.