Sep 2026· Revista de Estudos Interdisciplinares· Vol 25, pp. e4108· 0 citations
TL;DR
The research addresses how Information and Communication Technologies, combined with inclusive pedagogical practices, can favor the teaching-learning process of students with disabilities, with emphasis on Autism Spectrum Disorder.
Abstract
The study analyzes the relevance of Assistive Technologies in the inclusive educational context, especially in the face of the challenges imposed by globalization and the growing digitalization of society. The research, of a bibliographic nature, addresses how Information and Communication Technologies (ICTs), combined with inclusive pedagogical practices, can favor the teaching-learning process of students with disabilities, with emphasis on Autism Spectrum Disorder (ASD). The relationship between technology, inclusion, citizenship and teacher training is discussed, highlighting the importance of the school as a space for social transformation and respect for diversity. Based on authors such as Vygotsky, Piaget, Gardner and the principles of Universal Design for Learning (UDL), the study reinforces the need for effective public policies, continuing education and technological accessibility as pillars for the construction of a democratic, accessible and humanized school.
The results indicate that, although digital technologies enhance pedagogical practices and expand opportunities for innovation, they remain unable to replace essentially human competencies such as pedagogical mediation, empathy, the development of affective bonds, intellectual autonomy, ethical education, and the promo...
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ABSTRACT: New digital technologies foster continuous changes in education. The reflection of innovation is also perceived in assistive technologies. Therefore, our objective was to understand how pedagogical architecture, as structuring supports meaningful learning, can foster more inclusive learning spaces. The method...
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