TECNOLOGIAS DIGITAIS E RECURSOS ASSISTIVOS NO DESENVOLVIMENTO COGNITIVO DE CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA

Abstract

This article analyzes digital technologies and assistive resources in the cognitive development of children with Autism Spectrum Disorder (ASD), considering that such resources can reduce barriers related to communication, daily organization, and access to learning experiences. The objective was to synthesize evidence from the literature on digital interventions and assistive technology applied to ASD and to discuss contributions to cognitive outcomes such as attention, language, memory, executive functions, and learning. Methodologically, this is a narrative literature review with a qualitative approach, based on articles, systematic reviews, normative documents, and institutional publications on assistive technology, inclusion, digital equity, and digital interventions in ASD. The findings indicate potential benefits of digital interventions across different outcomes, although with heterogeneity among studies and variability in children’s responses. It also shows that effectiveness depends on accessibility, appropriate mediation, and continuity of use in meaningful contexts, as well as structural and training conditions to avoid widening inequalities. The study concludes that digital technologies and assistive resources can contribute to cognitive development in children with ASD when they are accessible, well planned, and integrated into everyday life, respecting developmental diversity and strengthening participation.