Contribuições da tecnologia assistiva para a inclusão de crianças com Transtorno do Espectro Autista (TEA)

Abstract

The general objective of this study is to investigate whether Assistive Technologies (AT) can be used by teachers to improve the teaching and learning process of children in the early years of elementary school with Autism Spectrum Disorder (ASD), what these technologies are and how they can be used. The specific objectives include characterizing autism, identifying and describing the available AT, focusing on those that are freely accessible and digital, and, finally, investigating their possible contributions to the inclusion of these children. The methodology of this qualitative study included bibliographic research and literature review. The theoretical framework included concepts of autism, inclusion and AT. The analyzed productions showed that AT can play an essential role in the development of communicative, cognitive and social skills in children with autism. The use of resources such as tablets, communication boards and Augmentative and Alternative Communication (AAC) systems provides adapted forms of communication and expression that favor the active participation of these children in the school environment and in social interaction. In this way, digital AT enables autistic students to overcome barriers, which results in greater autonomy and integration. On the one hand, these resources offer possibilities for learning from the perspective of inclusion; on the other, they require cautious use. Furthermore, there are some risks related to the excessive use of digital technologies, such as sensory overload and possible technological dependence. However, the implementation of these tools depends on adequate and continuous training of teachers, which should serve as support to adapt AT to the needs of each student, promoting a conscious and balanced use of these resources in the educational context. The conclusion presented at the end of this research is that these technologies can assist teachers and students in their teaching and learning processes, as long as there is the necessary knowledge on how to use them, always aiming to expand the knowledge and skills of these students, in order to include them in a participatory and effective way in the educational context