DIGITAL TOOLS AS MEDIATORS OF EDUCATIONAL INCLUSION IN THE TEACHING OF ENGLISH TO STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD) IN A PUBLIC SCHOOL IN THE STATE OF MATO GROSSO

Abstract

This article aimed to analyze the role of digital technologies as mediators in the educational inclusion processes of students with Autism Spectrum Disorder (ASD) in mainstream education, within the context of public schools in the State of Mato Grosso, in light of the principles of Universal Design for Learning (UDL) and current legal frameworks and public educational policies. The research is characterized as qualitative, descriptive, and exploratory in nature, developed through bibliographic research and document analysis of legislation, regulations, and academic. Productions that address inclusive education, the specificities of ASD, and the pedagogical use of digital technologies. The theoretical framework is based on the contributions of Mantoan, Orrú, Moran, and Bacich, whose approaches highlight the potential of technologies in mediating learning and promoting inclusive pedagogical practices. The results indicate that the intentional integration of digital and assistive technologies, associated with the continuing education of teachers and the structural conditions of public schools, significantly contributes to increasing the autonomy, engagement, and active participation of students with ASD in teaching and learning processes. It is concluded that digital technologies are configured as strategic pedagogical instruments for strengthening educational inclusion, provided they are articulated with well-founded pedagogical practices and effective public policies.