As tecnologias digitais da informação e comunicação no processo inclusivo de estudantes com transtorno do espectro autista

Abstract

The present research, entitled “Digital Information and Communication Technologies in the Inclusive Process of Students with Autism Spectrum Disorder”, linked to the Professional Graduate Program in Education at the Federal University of Fronteira Sul (UFFS). The study aimed to identify the contributions of Digital Information and Communication Technologies (DICT) to the inclusion of students diagnosed with Autism Spectrum Disorder (ASD). It is part of the research line "Pedagogical Processes, Policies, and Educational Management", and the empirical phase was conducted in a private school in Erechim during May 2025. Given the growing demand for inclusive educational practices and the increasing number of ASD diagnoses in schools, this research explores the potential of DICT as tools for stimulating inclusion and cognitive development in regular school settings. The focus was on understanding how digital technologies can be employed to personalize teaching and learning processes, fostering greater engagement and addressing the specific needs of students with ASD. The relevance of this study lies in the fact that, although educational policies have advanced toward inclusion, there are still significant gaps in teacher training and in the use of adapted pedagogical resources. The research is grounded on the premise that DICT can mediate learning and transform interaction and communication in schools, respecting the specificities of the autism spectrum. A qualitative methodology was adopted, including bibliographic, documentary, and field research to investigate the practical use of DICT by teachers working with ASD students. The study culminated in the development of an educational product — a continuing education course for teachers who work daily with ASD students. Specific objectives included: analyzing the training of teachers working with ASD students, identifying the main digital and analog resources used, and proposing a training course for these educators. The study is justified by its social and academic relevance, as the inclusion of ASD students in mainstream education presents pedagogical challenges that require new approaches and educational resources. The results showed that although teachers recognize the potential of DICT for inclusion, they do not use them regularly due to a lack of specific training and infrastructure. However, they demonstrated a willingness to learn and adopt these tools if given technical and pedagogical support and opportunities for professional development. These findings highlight the urgent need for actions that promote the effective and qualified use of digital technologies in inclusive education.