PRACTICE PEDAGOGY WITH STUDENTS WITH AUTISM SPECTRUM DISORDER
ASSISTIVE TECHNOLOGY
DOI:
https://doi.org/10.57108/iesj.2025.5-2.11Keywords:
assistive technology, Autism Spectrum Disorder, pedagogical practices, inclusive education, teacher trainingAbstract
The increased use of assistive technologies in the school context has become a relevant strategy for promoting the inclusive education of students with Autism Spectrum Disorder (ASD). The overall objective of this research is to critically analyze the challenges and possibilities of using assistive technology in pedagogical practice with students with ASD, considering teacher training and implementation conditions in the context of inclusive schools. The methodology is a qualitative approach, of a bibliographic and documentary nature, carried out through a systematic review of national and international literature published between 2018 and 2025, in databases such as Scielo, ERIC, Google Scholar and specialized journals, as well as Brazilian normative documents. The analysis was organized into analytical categories. The results of the studies indicate that assistive technology favors communication, autonomy and school participation of students with ASD, but its effectiveness is limited by gaps in initial and continuing teacher training, structural difficulties and the absence of institutional support policies. It is concluded that assistive technology, when integrated in a planned and articulated way into pedagogical practice, constitutes a powerful resource for the school inclusion of students with ASD, requiring continuous investments in teacher training and contextualized pedagogical strategies.
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Copyright (c) 2025 Marinete Lindoso Gaspar da Silva, Claudenira Helena Santos
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