Tecnologias assistivas como ferramentas para inclusão de estudantes com espectro autista: possibilidades e desafios no ensino fundamental II

Abstract

This article aimed to discuss the potential of assistive technologies and their contributions to the inclusive education of students with autism (ASD), with an emphasis on the possibilities and challenges in elementary school II. Assistive technologies (AT) are important instruments of accessibility and inclusion, which aim to serve and assist students with disabilities in achieving their autonomy. They encompass a variety of resources, strategies, and methodologies that can be applied in the classroom in order to expand the teaching-learning process for students with disabilities. However, both inclusive education and AT still face problems when implemented in regular education. Regarding students with ASD, these students present disorders that compromise social, communication, and behavioral skills. Thus, seeking instruments that enable the learning of these students is essential for inclusion to happen. Thus, the article used a qualitative research approach, with methodological procedures that included bibliographic and field research, using questionnaires with teachers, in order to expand knowledge about assistive technologies and autism spectrum disorder (ASD), investigating the contributions, possibilities, and challenges of these technologies in the teaching-learning process. The results showed that assistive technologies are essential tools for improving learning. However, in the process of applying them in the classroom, several problems arise, such as the lack of continuing education focused on inclusion, lack of resources, and lack of knowledge about appropriate technologies. Through the research, the results also showed that assistive technologies are, for the most part, high-tech resources aimed at elementary school I, highlighting the need for more training and access to this topic for teachers of elementary school II.