The rapid development of technology has introduced innovative tools that are transforming learning in educational settings. Inclusive education revolves around providing equitable learning opportunities to all children, regardless of ability or background. It ensures that each child feels acknowledged, encouraged, and motivated to achieve their full potential in a collaborative learning environment. For children with Autism Spectrum Disorder (ASD), Inclusive education focuses on personalized strategies that address their challenges, such as communication issues, sensory sensitivities, social interaction barriers, difficulties with academic learning, fine motor skills, and independence. These challenges could limit children's ability to contribute fully to traditional educational settings. Inclusive education seeks to remove such barriers by fostering environments where diversity is acknowledged, and support can be tailored to individual needs. This paper discusses the realm of Assistive Technologies (AT) that play a crucial role by providing resources and tools that enable children with ASD to overcome challenges, interact meaningfully with peers and teachers, and thrive academically, socially, and psychologically.

AT refers to any device or piece of equipment that encourages learning new skills, augments existing skills, or decreases the impact of disability on everyday functioning. These tools include various devices, software, and services to support skill development and enhance individual abilities. For children with ASD, AT has become vital in supporting their learning, communication, and overall well-being. By incorporating AT into classrooms, educators can create environments where children with ASD thrive academically, socially, and emotionally.

AT has been extensively explored in inclusive education and holds immense potential for supporting the learning and development of children with ASD and other disabilities. Its integration into inclusive classrooms addresses individual learning needs while fostering opportunities for children to thrive socially and emotionally. This paper examines the significant benefits and ongoing challenges of using AT for children, focusing on children with ASD, and highlights its impact on inclusive learning environments. This study provides actionable recommendations for policymakers, educators, and families by synthesizing secondary qualitative and quantitative research. The research will be presented virtually, incorporating interactive opportunities for discussion and reflection.

Keywords: Assistive Technology, Inclusive Education, Autism Spectrum Disorder, Universal Design for Learning.