INTERACTIVE DIGITAL TECHNOLOGIES AS PEDAGOGICAL MEDIATION TOOLS IN THE TEACHING OF CHILDREN WITH AUTISM SPECTRUM DISORDER

Authors

  • Albemara Barros de Sousa IFPA - Instituto Federal de Educação, Ciência e Tecnologia do Pará
  • Samuel Antonio Silva do Rosario IFPA - Instituto Federal de Educação, Ciência e Tecnologia do Pará https://orcid.org/0000-0001-7696-3282

DOI:

https://doi.org/10.66104/txwne572

Keywords:

Digital technologies, Autism Spectrum Disorder, Inclusive education, Assistive technology, Interactivity

Abstract

This study investigates the use of interactive digital technologies in the teaching process of children with Autism Spectrum Disorder (ASD), focusing on the development of basic cognitive skills in Science and Mathematics. The research is characterized as applied research, adopting a qualitative approach and a case study design, conducted within the context of the Association of Parents and Friends of Exceptional Children (APAE) in the city of Marabá, Pará, Brazil. Initially, a diagnostic observation was carried out to identify the main learning difficulties experienced by the students. Based on these observations, interactive digital resources were developed to support the recognition of numbers, colors, and geometric shapes. The results revealed a significant increase in students’ engagement, attention, and participation, as well as improvements in the understanding of the proposed content. Data analysis, conducted through thematic categorization, demonstrated that the use of visual stimuli, interactivity, and immediate feedback contributes to adapting teaching practices to the specific needs of children with ASD. It is concluded that digital technologies function as effective tools for pedagogical mediation, promoting more inclusive educational practices and supporting the learning process in real contexts of special education.

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Author Biographies

  • Albemara Barros de Sousa, IFPA - Instituto Federal de Educação, Ciência e Tecnologia do Pará

    Graduanda em Licenciatura em Informática no Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA).

  • Samuel Antonio Silva do Rosario, IFPA - Instituto Federal de Educação, Ciência e Tecnologia do Pará

    Professor no Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA). Pós-doutor em Agriculturas Amazônicas (UFPA). Doutor em Educação em Ciências e Matemáticas (UFPA). Mestre em Linguagens e Saberes na Amazônia (UFPA). Especialista em Matemática (UFPI) e Ciências Naturais (UFPI). Licenciado em Matemática (UEPA), Física (IFPA / FAFIBE), Química (FAVENI) e Ciências Biológicas (UNIASSELVI). Bacharel em Ciências da Natureza (UNESA), Ciências Exatas (UNESA) e Matemática (UNESA). Sua área de atuação e interesse abrange Educação em Ciências e Matemáticas e a aplicação da informática na educação.

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Published

2026-05-21

Issue

Vol. 13 No. 10 (2026): REMUNOM - ISSN 2178-6925

Section

Artigos

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Copyright (c) 2026 Albemara Barros de Sousa, Samuel Antonio Silva do Rosario

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How to Cite

INTERACTIVE DIGITAL TECHNOLOGIES AS PEDAGOGICAL MEDIATION TOOLS IN THE TEACHING OF CHILDREN WITH AUTISM SPECTRUM DISORDER. (2026). REMUNOM, 13(10), 1-15. https://doi.org/10.66104/txwne572