Impact of information and communication technologies on teaching-learning processes in children with special needs autism spectrum disorder

Abstract

This research determines the impact of the use of information and communication technologies (ICTs) in students with special educational needs (SEN) in the specific case of children diagnosed with autism spectrum disorder (ASD) in their academic performance. Its objectives were to determine the educational benefits of ICTs and to evaluate their use. The previous premises were approached as a starting point by collecting bibliographical material to conceptualize the variables to be treated. Subsequently, a sample was taken for convenience, with a descriptive, analytical - synthetic tendency; surveys were developed and applied to teachers and students. After the application of the instruments was evidenced as a problem, the lack of adequate teaching practices of ICT use, especially in children with ASD, was able to confirm the hypothesis, proving that more than sixty percent of the students improve their academic performance through teaching-learning processes that add.