IMPLICATIONS OF DIGITAL TECHNOLOGIES IN THE MATHEMATICAL EDUCATION OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER

It is recognized that the inclusion of students with autism spectrum disorder (ASD) in the regular educational system, although guaranteed by Brazilian legislation, represents a substantial challenge and is still far from its full implementation. The realization of inclusion goes beyond merely providing vacancies, requiring also full access to the school curriculum and the necessary pedagogical adaptations. However, this aspiration for inclusion often faces outdated pedagogical practices, which perpetuate a deficit perspective on the learning capacity of students with ASD, neglecting their unique characteristics and needs. In this context, the present study aims to refute such a perspective, investigating the potential contributions of Educational Digital Technologies to the mathematical learning of students with ASD. Using a descriptive and exploratory methodology, the results indicate significant progress in the development of these students, particularly in terms of shared attention and understanding of the mathematical concept of addition. Moreover, it is demonstrated that the adoption of technological tools can act as an efficient pedagogical strategy for teaching students with ASD, as the interaction with digitalized activities promoted the elaboration of mathematical concepts previously inaccessible in non -digital environments.