EDUCATIONAL APPLICATIONS TO SUPPORT THE COGNITIVE AND SOCIAL DEVELOPMENT OF CHILDREN WITH ASD AND ADHD

Abstract

The study addressed the use of educational applications as tools to support the cognitive and social development of children with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). It began with the question of how these digital resources could contribute to learning and inclusion in the school environment. The general objective was to analyze the contributions of educational applications in stimulating attention, memory, language, and social interaction among students with specific learning needs. The research was conducted through a qualitative bibliographic review based on works published between 2000 and 2025, which discussed the relationship between technology, inclusion, and learning. The results showed that educational applications, when used with pedagogical mediation, favored cognitive development by improving concentration, reasoning, and communication. It was also found that these digital tools helped promote empathy, cooperation, and emotional self-regulation, strengthening interpersonal relationships. However, the analysis revealed challenges related to teacher training, technological infrastructure, and the need for public policies that ensure ethical and inclusive use of technologies. It was concluded that educational applications represent a promising resource for learning and the integral development of children with ASD and ADHD when applied in a planned manner, with pedagogical guidance and ethical commitment.