O USO DE RECURSOS TECNOLÓGICOS E INCLUSÃO DE ALUNOS COM TRANSTORNO DO ESPECTRO AUTISTA

Abstract

This article discusses the use of technological resources as a support strategy for the school inclusion of students with Autism Spectrum Disorder (ASD). The objective was to systematize legal and pedagogical foundations of inclusive education and analyze how educational and assistive technologies can reduce barriers to communication, participation, and learning in everyday school life. Methodologically, this is a narrative literature review with a qualitative approach, based on normative frameworks and academic studies on inclusion, assistive technology, augmentative and alternative communication, and pedagogical practices in ASD. The findings indicate that resources such as Augmentative and Alternative Communication (AAC), digital visual schedules, and multimodal tools can support predictability, organization, interaction, and curriculum access, provided they are integrated into instructional planning with clear goals and continuous monitoring. It also shows that effectiveness depends on pedagogical mediation, articulation with Specialized Educational Support (when available), teacher training, and institutional organization to ensure access and continuity. The study concludes that technology contributes to the inclusion of students with ASD when used with pedagogical intentionality and curricular alignment, strengthening participation and learning opportunities.