ASSISTIVE TECHNOLOGIES IN INCLUSIVE EDUCATION AND THEIR APPLICABILITY FOR THE INCLUSION OF AUTISTIC STUDENTS IN SCHOOLS

Abstract

This research aimed to analyze the applicability of assistive technologies in the inclusion of autistic students in schools, investigating how these tools contribute to the improvement of educational quality and the effective participation of these students in school activities. The methodology used was qualitative and exploratory, with a sample composed of 18 education professionals selected by convenience. Data collection was carried out through in-depth interviews, and data analysis was done using the discourse analysis technique. The results indicated that assistive technologies, especially Alternative and Augmentative Communication (AAC) devices and activity organization tools, have a positive impact on communication, anxiety reduction, and the development of social skills in autistic students. However, challenges were also identified related to the training of educators, school infrastructure, and the resistance of some families to the use of these technologies. The conclusion pointed out that, although assistive technologies are effective tools, their successful implementation depends on the proper training of professionals, collaboration between school, family and specialists, and the improvement of infrastructure conditions in schools, to ensure full and effective inclusion of autistic students.