In contemporary societies, technology plays a crucial role in the development of daily tasks. One of the areas where it is having a greater expansion is education. Technology, therefore, enables the adaptation to the diverse learning needs of students by facilitating the creation of personalized learning plans. In recent years, students with autistic disorder are increasingly present in the classroom. Consequently, various emerging technologies such as virtual reality, robotics, augmented reality, mixed reality, and artificial intelligence has been developed to cater to the visual learning and systematic tasks required by these students by creating personalized learning systems. Thus, the objective is to perform a bibliometric analysis of trends in the use of emerging technologies during the period 1996–2023 for students with autism spectrum disorder. For the development of the research, the Web of Science database was chosen, where a series of search criteria were applied, and the documents were filtered using the PRISMA methodology. A sample of 888 documents was obtained. The results showed that during the period 2015–2023 it was the most productive period with the highest number of appointments. Furthermore, virtual reality and robotics were the emerging technologies most used in areas such as emotions, imitation or joint attention. The findings underscore the necessity for an increased application of AI to generate personalized learning plans for autistic students, in conjunction with other tools.