THE USE OF ASSISTIVE TECHNOLOGIES IN THE LITERACY PROCESS OF AUTISTIC STUDENTS

Abstract

The increase in the number of children with Autism Spectrum Disorder (ASD) enrolled in Brazilian schools has signaled the need for educational practices that are more grounded in the principles of inclusion. On the other hand, understanding the condition of people with ASD and the mechanisms that contribute to their learning process, especially in the field of literacy, has been a huge challenge for education professionals in the national scenario. In this context, Assistive Technologies emerge as tools capable of enhancing the development of cognitive, communicative and social skills in the teaching-learning process of students with special educational needs. As a result, this study consists of a literature review, anchored in a qualitative approach, which focuses its analyses on the use of Assistive Technologies in literacy practices for students with ASD, based on discussions present in contemporary scientific research. The theoretical framework of the research was constructed through the appropriation of legal devices related to ASD (Law No. 12,764/2012 and Benute et al, 2020), Assistive Technologies (Law No. 13,146/2015 and Bersch, 2017) and the concepts of literacy and literacy (BNCC, 2018; Soares, 2009; Kleiman, 1995). The analyses carried out in the study reveal that Assistive Technologies are effective tools in the literacy process of autistic students and constitute allies in the development of the autonomy of these students, leading them to social inclusion.