AUTISM AND PEDAGOGICAL INNOVATION: DIGITAL TECHNOLOGIES AS LEARNING MEDIATORS IN ELEMENTARY EDUCATION

Abstract

The presence of autistic students in schools’ challenges traditional teaching concepts and demands a reformulation of planning, interaction, and assessment methods. Far from resorting to standardization, educational work that embraces neurodiversity demands repertoires sensitive to the uniqueness of cognitive and expressive pathways. Within this complexity, digital technologies cease to be merely supplementary teaching resources and assume the role of active mediators of learning, especially when they foster communication, predictability, and authorship. Research interest thus turns to the intersection of pedagogical innovation, teacher listening, and digital accessibility. Given the impasses of conventional schooling, it is important to reflect on the potential of interactive environments and the shifts they provoke in teaching and learning. The school space, then, becomes a contested territory: between control and creation, between veiled exclusion and effective participation. Based on this premise, this study aims to understand how educational processes intertwine with the logic of digital culture, influencing teaching practices, student authorship, and faculty curation. Qualitative and critical bibliographic research was conducted to map and interpret relevant literature in the thematic field, preserving the originality of the analysis and the interpretative depth of the data examined.