Avances en la tecnología para el desarrollo de la competencia social del alumnado con trastornos del espectro autista. Revisión sistemática

María Isabel Gómez-León

doi:10.22235/pe.v16i2.3299

Autores

María Isabel Gómez-León Universidad Internacional de La Rioja, Espanha. https://orcid.org/0000-0001-7466-5441

DOI:

https://doi.org/10.22235/pe.v16i2.3299

Palavras-chave:

tecnologia educacional, autismo, desenvolvimento social, colaborativo, revisão sistemática

Resumo

As tecnologias digitais têm se mostrado potencialmente benéficas para o apoio educacional das habilidades sociais de alunos com Transtorno do Espectro Autista (TEA). No entanto, às vezes pode ser difícil para os professores saberem que tipo de tecnologias estão disponíveis para cada metodologia de trabalho e quais evidências científicas apoiam seu uso. O objetivo desta revisão é realizar uma análise das evidências científicas sobre a eficácia das intervenções tecnológicas individuais, colaborativas e cooperativas no desenvolvimento da competência social em crianças com TEA. Foi realizada uma revisão sistemática que analisou qualitativamente publicações científicas de periódicos indexados nos bancos de dados Scopus, Web of Science, PubMed, ERIC, IEEE Xplore e ACM Digital Library, seguindo os critérios estabelecidos na declaração PRISMA. A literatura destaca o potencial do treinamento baseado em tecnologias digitais para melhorar a interação social de alunos com TEA, e estudos controlados mostram dados a favor de sua eficácia. Os avanços tecnológicos mostram uma tendência ao uso de suportes multimodais em contextos de interação virtual ou real que fornecem feedback remoto e em tempo real, favorecendo o aprendizado e a inclusão social do aluno.

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