TECHNOLOGICAL MEDIATION IN THE DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS IN STUDENTS WITH ASD

Abstract

The present research investigates the relevance of technological mediation in the development of socio-emotional skills in students with Autism Spectrum Disorder (ASD). The debate focuses on the use of digital tools and gamification elements as support for overcoming barriers to communication and social interaction. Through a qualitative analysis based on a bibliographic survey, pedagogical practices that use playful software to promote empathy, emotion recognition, and collaboration are examined. The results indicate that technology offers a controlled and safe environment, favoring emotional regulation and student engagement. The investigation highlights that ethical innovation in special education depends on the teacher's ability to organize paths that integrate technique with emotional support. The offered reflections seek to subsidize the strengthening of inclusive strategies that prepare the subject for democratic coexistence in contemporary society. The main authors used in this research are Carvalho, Prais and Rosa (2020), Silva and Ferreira (2024), and Mendes, Rocha e Lima (2025).