THE USE OF DIGITAL TECHNOLOGIES IN THE LEARNING PROCESS OF STUDENTS WITH ASD AND ADHD

Abstract

The study aimed to understand how the use of digital technologies could support the teaching and learning process of students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). The main objective was to analyze the contributions of technological tools to the inclusion and development of these students in the school context. The research was conducted through a qualitative bibliographic review, using books, articles, and official documents published between 1984 and 2025, selected for their theoretical relevance to inclusive education and the pedagogical use of technology. The analysis showed that digital technologies acted as mediators of attention, communication, and social interaction, promoting greater engagement, autonomy, and meaningful learning. It was observed that digital resources contributed to the personalization of teaching and the creation of more accessible and dynamic learning environments. Moreover, the teacher’s role proved essential for the effectiveness of technology-mediated practices, as pedagogical adaptation and affective mediation depended on the educator’s active participation. The final considerations indicated that, despite the positive results, structural and training challenges still limited the proper use of digital tools. It was concluded that strengthening educational policies and expanding continuous teacher training are essential to consolidate the use of digital technologies as an instrument of inclusion and learning.