Práticas inclusivas com Tecnologias Assistivas e DUA na inclusão de estudantes Autistas: uma revisão sistemática

Introduction. This study conducted a systematic review on the use of Assistive Technologies, based on Universal Design for Learning, in teacher training for school inclusion. Methodology. The research sought to understand how Brazilian scientific production addresses this topic, adopting a qualitative, descriptive, and exploratory approach, based on the Senra and Lourenço (2016) protocol. Discussion. The searches were conducted in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel between 2020 and 2025, identified 103 works, of which 17 met the inclusion criteria. The analysis pointed to three central categories: continuing education and teacher perception of inclusive practices; the use of Assistive Technologies in pedagogical practice; and technologies as support for learning. Results. The results show that the combination of Assistive Technologies and Universal Design for Learning favors flexible curricula, enhances student autonomy, and strengthens teaching practice, although challenges persist, such as gaps in initial training, the absence of consistent public policies, and insufficient institutional support.