Year: 2025
Type: article
Study design: Systematic Review
Abstract: This study analyzes how assistive technology contributes to the learning, communication, and socialization of students with autism spectrum disorder, seeking to understand its role as a mediator of the inclusive process in school contexts. An integrative literature review was conducted, based on the systematic selection of studies published in national and international databases. The findings indicate that educational software, alternative communication resources, mobile applications, virtual reality, and artificial intelligence systems have positive impacts on the development of cognitive, communicative, and socioemotional skills. However, the effectiveness of these tools depends on teacher mediation, school infrastructure, and their integration with public policies. Persistent gaps remain regarding the scarcity of longitudinal studies and inequalities in access. The synthesis of evidence confirms that assistive technology broadens opportunities for participation and learning among students with autism, provided that it is incorporated into planned pedagogical practices and supported by equity-oriented policies.
Source: Educação & Inovação
Author: Patrícia da Rocha Guedes Endlich
Language: English
Subfield: Occupational Therapy
Field: Health Professions
Domain: Health Sciences
Open Access status: hybrid
OpenAlex ID: W4413564929