Tecnologia assistiva na educação infatil inclusiva: equidade, personalização e formação para crianças com Transtorno do Espectro Autista (TEA)

Abstract

Assistive Technology in Early Childhood Education has proven to be a significant resource in the teaching and learning process of children with Autism Spectrum Disorder (ASD), promoting accessibility, participation, and development. This dissertation aims to understand how Assistive Technology, mediated by digital applications, contributes to the communicative development of children with ASD in early childhood education through inclusive pedagogical practices.The research adopts a qualitative approach, with an exploratory and descriptive nature. The methodological procedures are based on a systematic literature review, focusing on studies published between 2019 and 2024. The analysis was conducted using the qualitative content analysis technique, following the approach proposed by Bardin (2011), applying emergent categorizations to identify patterns, recurrences, and singularities in the selected literature.The results show that planned use, sensitive to individual needs, fosters communication, expands interaction possibilities, and strengthens bonds between children, educators, and families. Continuing education for teachers and collaborative work between schools and the community also prove to be fundamental for the implementation of inclusive pedagogical practices.As an educational product, an e-book was developed with guidelines and practical suggestions for early childhood educators, aiming to support and inspire the pedagogical use of technologies with children with ASD.