Pesquisas brasileiras sobre tecnologia assistiva no processo de inclusão escolar de estudantes com Transtorno do Espectro Autista: uma revisão sistemática

Abstract

This study addresses Assistive Technology (AT) in the context of the school inclusion of students with Autism Spectrum Disorder (ASD). The topic is justified by the need to understand how different assistive resources have been used to promote the participation, development, and learning of these students in basic education. Thus, this research aimed to develop a systematic literature review of Brazilian publications, published between 2015 and 2025, that address the relationship between AT and the school inclusion of students with ASD. Specifically, it sought to: present and discuss the concept of Assistive Technology; map and characterize studies addressing the topic within the defined period; and analyze the trends, contributions, and gaps present in the identified publications. Methodologically, this is a descriptive, analytical, and qualitative research, carried out through a systematic review in the SciELO and CAPES Periodicals Portal databases, and in the BDTD and Revista Educação Especial/UFSM repositories, using the descriptors "assistive technology", "assistive resources", "autism spectrum disorder" and "inclusive education". The initial search studied 27 productions, of which 10 met the inclusion criteria. The results show that, despite the relevance of the theme, the number of studies found in the period was limited (n=10), which demonstrates the need to expand research in the area, with emphasis on studies focused on Augmentative and Alternative Communication, educational software, digital games and tools to support the literacy process. It is concluded that AT plays an essential role in promoting school inclusion, although gaps related to teacher training and the expansion of empirical research in the classroom context persist.