READING MEDIATED BY CHILDREN'S BOOKS AND DIGITAL APPS IN THE COMMUNICATION OF CHILDREN WITH ASD

Abstract

Autism Spectrum Disorder (ASD) is characterized by developmental differences in communication, social interaction, and behavioral patterns. Consequently, the challenge lies in identifying pedagogical strategies that foster language and communication development, which are essential for the inclusion and learning of these children. This article aims to analyze the contributions of reading mediated by children's books and digital applications to the communication development of children with ASD. It is a bibliographic study—specifically a state-of-the-art review—grounded in national research on children's literature, digital technologies, and inclusive education. The results indicate that the integrated use of children's books and digital applications expands interaction opportunities, facilitates the comprehension of oral and written language, stimulates verbal and non-verbal communication, and promotes greater child engagement in educational activities.