Assistive Technology as an Innovative Resource for the Inclusion of Neurocognitive Diversity in University Tutoring

Abstract

Objective: This study aims to describe and reflect on assistive technology as an innovative resource in university tutoring. Additionally, it analyzes the importance of its practical application for the inclusion of students with neurocognitive diversity, providing tools that optimize their learning and autonomy. Analysis: Assistive technologies include tools such as screen readers, organizational applications, and text-to-speech software, facilitating autonomous information processing for students with ASD, OCD, dyslexia, ADHD, and learning difficulties. However, their integration into universities faces challenges such as lack of resources, insufficient training, and technological and social barriers. Despite advancements, their implementation remains unequal, making their widespread adoption in university tutoring difficult. The personalization of these tools is essential to meet the individual needs of students, requiring continuous evaluation and interdisciplinary collaboration. Conclusion: Assistive technologies have the potential to transform inclusive higher education, but their success depends on universities' commitment to developing accessible systems, training tutors, and making pedagogical strategies more flexible. Only through an integrative and reflective approach can an equitable and empathetic academic environment be ensured for all students.