ASSISTIVE TECHNOLOGY AS A SERVICE IN THE INCLUSIVE EDUCATION OF STUDENTS WITH AUTISM SPECTRUM DISORDER: AN ANALYSIS OF REGULATORY FRAMEWORKS AND IMPLEMENTATION CHALLENGES

Abstract

This article sought to examine the consolidation of inclusive education as a fundamental right, which has been widely advocated by international organizations and Brazilian legislation, especially with regard to the educational provision for students with Autism Spectrum Disorder (ASD). In this context, Assistive Technology (AT) plays a relevant role by enabling access, participation, and permanence of these students in mainstream education, not merely as a technical resource, but as a service articulated with pedagogical practices and the student’s life context. This study aims to analyze Assistive Technology from the perspective of an educational service, examining its conceptual foundations, the national and international regulatory frameworks that support its application, and the main challenges related to its implementation in inclusive school environments. The methodology adopted consists of qualitative research of a bibliographic and documentary nature, involving the analysis of legislation, public policies, and official documents, such as the Salamanca Statement, the Incheon Declaration, the National Policy on Special Education from the Perspective of Inclusive Education, and the Brazilian Law on the Inclusion of Persons with Disabilities. The results indicate that, although there is a consistent legal framework.