View in EDS

THE IMPACT OF ASSISTIVE TECHNOLOGIES ON THE DEVELOPMENT OF EXECUTIVE FUNCTIONS IN STUDENTS WITH LEVEL 1 AUTISM IN HIGH SCHOOL ; EL IMPACTO DE LAS TECNOLOGÍAS ASISTIVAS EN EL DESARROLLO DE LAS FUNCIONES EJECUTIVAS EN ESTUDIANTES CON AUTISMO NIVEL 1 EN LA EDUCACIÓN SECUNDARIA ; O IMPACTO DAS TECNOLOGIAS ASSISTIVAS NO DESENVOLVIMENTO DAS FUNÇÕES EXECUTIVAS EM ALUNOS COM AUTISMO NÍVEL 1 DE SUPORTE NO ENSINO MÉDIO

Saved in:
Bibliographic Details
Title: THE IMPACT OF ASSISTIVE TECHNOLOGIES ON THE DEVELOPMENT OF EXECUTIVE FUNCTIONS IN STUDENTS WITH LEVEL 1 AUTISM IN HIGH SCHOOL ; EL IMPACTO DE LAS TECNOLOGÍAS ASISTIVAS EN EL DESARROLLO DE LAS FUNCIONES EJECUTIVAS EN ESTUDIANTES CON AUTISMO NIVEL 1 EN LA EDUCACIÓN SECUNDARIA ; O IMPACTO DAS TECNOLOGIAS ASSISTIVAS NO DESENVOLVIMENTO DAS FUNÇÕES EXECUTIVAS EM ALUNOS COM AUTISMO NÍVEL 1 DE SUPORTE NO ENSINO MÉDIO
Authors: Pedreira Neto, Belardino Souza, Santos, Silvana Maria, Borges, Roseni Lima, Picinin, Denise Aparecida de Souza, Dias, Valdirene Solano, Elias, Aldacley Marques, Carinhato, Cristiane, Lima, Paulo Roberto Ribeiro de, Valério, Ester, Barbosa Neto, Ricardo
Source: Revista Ibero-Americana de Humanidades, Ciências e Educação; Vol. 11 No. 11 (2025): Revista Ibero-Americana de Humanidades, Ciências e Educação — REASE; 4567-4581 ; Revista Ibero-Americana de Humanidades, Ciências e Educação; v. 11 n. 11 (2025): Revista Ibero-Americana de Humanidades, Ciências e Educação — REASE; 4567-4581 ; 2675-3375 ; 10.51891/rease.v11i11
Publisher Information: Revista Ibero-Americana de Humanidades, Ciências e Educação
Publication Year: 2025
Subject Terms: Tecnologia Assistiva. Transtorno do Espectro Autista Nível 1. Funções Executivas. Ensino Médio. Inclusão., Assistive Technology. Autism Spectrum Disorder Level 1. Executive Functions. High School. Inclusion., Tecnología Asistiva. Trastorno del Espectro Autista Nivel 1. Funciones Ejecutivas. Escuela Secundaria. Inclusión.
Description: This article explores the application of Assistive Technologies (AT) in supporting Executive Functions (EF) in students with Autism Spectrum Disorder (ASD) Level 1 in High School, focusing on their potential and challenges in promoting autonomy. The objective is to analyze how AT, acting as cognitive prosthetics, impacts organization, planning, and academic engagement. The research used a qualitative approach, combining classroom observations and document analysis in three case studies, selected through convenience sampling. Data analysis followed the methodology of thematic categorization and content analysis, according to Bardin L (2016) and Bogdan R and Biklen S (1994). The results reveal that AT integration can significantly increase student motivation and engagement, in addition to facilitating the development and compensation of Executive Functions. However, the research identified challenges such as the lack of adequate infrastructure and specific technical support, the need for continuous teacher training in Neurodiversity, and resistance to methodological changes. It is concluded that, to maximize the benefits of AT and ensure cognitive accessibility, continuous investment and an integrated approach that formalizes its use in the Individualized Education Plan (IEP) and involves the entire school community are crucial. ; Este artículo explora la aplicación de Tecnologías Asistivas (TA) en el apoyo a las Funciones Ejecutivas (FE) de estudiantes con Trastorno del Espectro Autista (TEA) Nivel 1 en la Escuela Secundaria, centrándose en sus potencialidades y desafíos en la promoción de la autonomía. El objetivo es analizar cómo las TA, actuando como prótesis cognitivas, impactan la organización, la planificación y el compromiso académico. La investigación utilizó un enfoque cualitativo, combinando observaciones en el aula y análisis documental en tres estudios de caso, seleccionados mediante muestreo por conveniencia. El análisis de datos siguió la metodología de categorización temática y análisis de ...
Document Type: article in journal/newspaper
File Description: application/pdf
Language: Portuguese
Relation: https://periodicorease.pro.br/rease/article/view/22216/13807; https://periodicorease.pro.br/rease/article/view/22216
DOI: 10.51891/rease.v11i11.22216
Availability: https://periodicorease.pro.br/rease/article/view/22216
https://doi.org/10.51891/rease.v11i11.22216
Rights: Copyright (c) 2025 Revista Ibero-Americana de Humanidades, Ciências e Educação
Accession Number: edsbas.B13D7446
Database: BASE
Description
Abstract:This article explores the application of Assistive Technologies (AT) in supporting Executive Functions (EF) in students with Autism Spectrum Disorder (ASD) Level 1 in High School, focusing on their potential and challenges in promoting autonomy. The objective is to analyze how AT, acting as cognitive prosthetics, impacts organization, planning, and academic engagement. The research used a qualitative approach, combining classroom observations and document analysis in three case studies, selected through convenience sampling. Data analysis followed the methodology of thematic categorization and content analysis, according to Bardin L (2016) and Bogdan R and Biklen S (1994). The results reveal that AT integration can significantly increase student motivation and engagement, in addition to facilitating the development and compensation of Executive Functions. However, the research identified challenges such as the lack of adequate infrastructure and specific technical support, the need for continuous teacher training in Neurodiversity, and resistance to methodological changes. It is concluded that, to maximize the benefits of AT and ensure cognitive accessibility, continuous investment and an integrated approach that formalizes its use in the Individualized Education Plan (IEP) and involves the entire school community are crucial. ; Este artículo explora la aplicación de Tecnologías Asistivas (TA) en el apoyo a las Funciones Ejecutivas (FE) de estudiantes con Trastorno del Espectro Autista (TEA) Nivel 1 en la Escuela Secundaria, centrándose en sus potencialidades y desafíos en la promoción de la autonomía. El objetivo es analizar cómo las TA, actuando como prótesis cognitivas, impactan la organización, la planificación y el compromiso académico. La investigación utilizó un enfoque cualitativo, combinando observaciones en el aula y análisis documental en tres estudios de caso, seleccionados mediante muestreo por conveniencia. El análisis de datos siguió la metodología de categorización temática y análisis de ...
DOI:10.51891/rease.v11i11.22216