TEACHING PRACTICES AND EDUCATIONAL TECHNOLOGIES: CHALLENGES AND POSSIBILITIES IN TEACHING STUDENTS WITH AUTISM

Abstract

Inclusive discourse does not always translate into practices that engage with the learning styles of students with autism. Between normative discourses and the noise of everyday experience, schools face the challenge of listening to individuals who learn in unconventional ways. While technologies offer innovative support, they can also crystallize exclusions when they operate without a connection to the unique paths of each student. This is where teaching comes into question: how can we create mediation conditions that embrace diversity without erasing its complexity? Redefining practice requires shifting certainties, dismantling standardized logics, and calling for new forms of pedagogical presence. The research follows a qualitative approach, supported by bibliographic analysis, with an emphasis on works that discuss the impacts of the digital environment on educational mediation. Productions that highlight both the benefits associated with the personalization of learning and the risks of surveillance, exclusion, and precariousness of teaching work are mobilized. The goal is to understand how digital resources transform school dynamics and demand ethical repositioning considering the multiple logics that permeate contemporary pedagogical practice. More than integrating technologies into everyday school life, it is about reconstructing the meanings of inclusion, recognizing the right to difference as a formative and transformative axis of the educational space.