Resumen

ALCIVAR-PINCAY, Gloria Anabel; ANZULES-MOLINA, Douglas Ramón; GONZALEZ-INTRIAGO, Adriana Marita  y  MENDOZA-CEVALLOS, Auxiliadora. ICT in reading development of children with autism spectrum disorder. Episteme Koinonía [online]. 2026, vol.9, n.17, pp.398-423.  Epub 30-Jun-2026. ISSN 2665-0282.  https://doi.org/10.35381/e.k.v9i17.4943.

The article analyzes the role of ICT in the reading development of children with ASD from a qualitative and interpretative approach, based on a hermeneutical-documentary method. The findings show a predominance of interventions focused on decoding using visual and structured digital tools, while comprehension processes receive less attention. Even so, technology is recognized as an essential component of inclusive educational design, as long as it is integrated with pedagogical intentionality and not as an accessory resource. Its contribution is linked to the principles of Universal Design for Learning, by offering multiple forms of access and representation of reading content, favoring cognitive, linguistic and emotional skills. However, the real impact of ICT depends on teacher mediation, which must contextualize, guide and transform digital experiences into meaningful learning opportunities to ensure the participation and progress of students with ASD.

Palabras clave : ICT; reading; autism; inclusive education; Literacy..

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