DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES (DICT) AS MEDIATORS OF THE EDUCATIONAL INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

Digital Information and Communication Technologies (DICT) as mediators of the educational inclusion of students with Autism Spectrum Disorder (ASD), are part of a perspective that makes it possible to investigate how the inclusion of students with special needs can be favored by digital and technological resources, aligning research with the new demands of inclusion and accessibility in the educational environment,  especially with regard to digital resources that are emerging today for this audience. In this context, ASD represents a significant challenge for educators, requiring teachers to constantly adapt their pedagogical practices combined with technologies, Artificial Intelligence and other digital resources responsible for enhancing the cognition and interaction of the learner with ASD. The difficulties faced by these professionals are multifaceted and manifest themselves in several areas of the teaching-learning process. Therefore, the lack of information not only limits the understanding of the potential of these resources for learners with ASD, but also prevents the formulation of effective pedagogical strategies that can meet the unique learning needs, for this we fostered in this study the significance of DICT combined with the teaching-learning of students with ASD.