Educational and digital inclusion for subjects with autism spectrum disorders in 1:1 technological configuration

Focused on inclusive public policies, the relationship between students with Autism Spectrum Disorders and mobile devices was examined for discussing the limits and possibilities of the 1:1 technological configuration for supporting educational and digital inclusion programs in the Brazilian public schools. This was a qualitative research, with exploratory and explanatory approaches. Data collection was carried out through direct observation and document analysis, interviews and focus groups. From the data collected, we could observe the flaws and the potential of the interaction of three research subjects, all attending the first years of Elementary School, with mobile devices. The laptop is not user-friendly and not easy to understand, due to the complexity of the operational system, with its multiple choices and configurations. The interaction with the tablet showed a more friendly and intuitive use, since it is used more naturally, using fingers to touch the screen. The tablet can be used anywhere and in any position, which is good for students who are hyperactive and can quality strategies for pedagogical mediations.