Abstract: This paper addresses the training of CLATS (Communication, Language, and Assistive Technology Support) support teachers and the use of digital technologies in the inclusion and learning process of students with Autism Spectrum Disorder (ASD). It investigates how the work of these professionals, combined with ICTs, can contribute to inclusive teaching that is attentive to psychosocial needs, respecting ethics, student agency, and the participation of families and society as a network. The research followed a qualitative and theoretical-reflective approach, based on a critical review of literature and analysis of contributions from classic authors and thinkers on technology and society. The results indicate that technologies, when applied critically and humanely, enhance communication, autonomy, and learning for people with ASD, but caution is required regarding psychosocial impacts and the risk of replacing human interaction. It is concluded that ethical training, continued and integrated with technologies, is essential for the CLATS to act as a true agent of inclusion. Keywords: ASD; Inclusion; Support teacher; CLATS; Assistive technologies; Networked society.
Authors: SILVA, Francisca Rocha da (author); BRANDÃO, Iraê César (co-author)
DOI: 10.29327/7742009
Publish Year: 2025
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