ABSTRACT
In the current COVID-19 pandemic phase, almost all educational institutions were forced to undergo an abrupt transformation from face-to-face to remote learning, generally based on the adoption and use of new educational technologies. Specifically, in the context of students with autism, it is understood as pertinent to analyze studies related to the possibilities of these technologies to improve the conceptual understanding of these students. In this context, this paper aims to raise, analyze, and discuss practices on using remote laboratories and their impact on the learning of autistic students, considering the Transactional Distance Theory. For this purpose, a literature narrative review was carried out. Thirty-two articles from the Google Scholar, IEEE Xplore, Wiley InterScience, and Science Direct–Elsevier databases were analyzed. As a result, it was showed that, in the context of Transactional Theory, remote laboratories tend to enhance the effectiveness of teaching methods and improvements in learning for students with autistic spectrum disorder. © 2023 UNIVERSIDADE FEEVALEÂ. All rights reserved.