ASSISTIVE TECHNOLOGIES IN THE TEACHING-LEARNING PROCESS OF STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

This article analyzed the use of assistive technologies in the teaching-learning process of students with Autism Spectrum Disorder (ASD), seeking to understand their educational, communicational, and social impacts in inclusive education contexts. The research adopted a qualitative, documentary, and descriptive-analytical approach, based on a systematic review of national and international scientific literature. Studies addressing the use of educational software, augmentative and alternative communication devices, virtual reality, social robotics, mobile applications, and other digital technologies applied to ASD educational contexts were analyzed. The results indicate that the appropriate use of these technologies favors the development of functional communication, autonomy, social skills, and academic engagement. However, limitations related to teacher training, institutional infrastructure, and the scarcity of longitudinal studies were identified. It is concluded that assistive technologies represent a relevant resource for the consolidation of inclusive education when integrated into intentional pedagogical practices and supported by continuous teacher training.