AUGMENTED REALITY AS A PEDAGOGICAL MEDIATION TOOL IN SPECIALIZED EDUCATIONAL SERVICES FOR STUDENTS WITH ADHD AND ASD

Abstract

The expansion of access to inclusive education has highlighted the need for pedagogical practices that address the specific needs of students with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), especially in the context of Specialized Educational Services (SES). In this scenario, Augmented Reality emerges as an educational technology with the potential to act as a pedagogical mediation tool, integrating virtual elements into the real environment and favoring more interactive and contextualized learning experiences. The problem that motivated this research lies in the existing gap between the pedagogical potential of this technology and its theoretical systematization in the field of inclusive special education. The objective of this study was to analyze, through a literature review, the contributions of Augmented Reality as a pedagogical mediation tool in the Specialized Educational Services for students with ADHD and ASD, identifying possibilities, limitations, and challenges related to its educational application. Methodologically, this is a qualitative and exploratory literature review, selecting 12 scientific articles, six in Portuguese and six in English, in addition to one book in Portuguese, published between 2006 and 2026. The searches were conducted in the Google Scholar and SciELO databases, and the data were analyzed using thematic analysis. The results indicate convergence among the studies regarding the potential of Augmented Reality to promote engagement, attention, cognitive organization, and content comprehension by students with ADHD and ASD. The findings also point to contributions in the development of executive functions and adaptation to the pedagogical routines of Special Education Services, although challenges related to teacher training, technological infrastructure, and the scarcity of long-term studies are evident. It is concluded that Augmented Reality presents itself as a promising pedagogical tool for Specialized Educational Services, provided that it is integrated in a planned and intentional way into educational practices, contributing to the strengthening of inclusive education and to the expansion of possibilities for pedagogical mediation sensitive to diversity.