DISTANCE EDUCATION: DIGITAL TECHNOLOGIES AND THE INCLUSION OF AUTISTIC STUDENTS IN HIGHER EDUCATION

Abstract

The article discusses Distance Education (DE) as a strategy to democratize higher education and promote the inclusion of students with Autism Spectrum Disorder (ASD). Based on bibliographic and documentary review, the study highlights that digital accessibility is not limited to the use of technical tools but requires innovative pedagogical practices, robust institutional policies, and continuous teacher training. The study analyzes technologies such as screen readers, automatic captioning, accessible virtual environments, alternative communication applications, and gamification/augmented reality resources, highlighting their role in reducing communicative, cognitive, and socio-emotional barriers for this group. Furthermore, collaborative and adaptive methodologies, combined with Universal Design for Learning and open science, foster autonomy, predictability, and meaningful participation of autistic students. The study concludes that inclusive DE depends on a systemic commitment that integrates technological innovation, social equity, and institutional responsibility, ensuring equitable access, sustained retention, and academic success.