TECHNOLOGIES AND INCLUSIVE PEDAGOGICAL PRACTICES: TEACHER MEDIATION, ACCESSIBILITY AND LEARNING

Abstract

The presence of technologies in everyday school life expands possibilities for organizing teaching, accessing the curriculum and promoting student participation, especially when resources are connected to concrete learning needs. This article discusses the relationships among technologies, inclusive education, teacher education, pedagogical mediation and Assistive Technology, based on the understanding that technological resources do not produce inclusion automatically. Their contribution depends on pedagogical choices, planning, accessibility and the school’s ability to recognize different ways of learning, communicating and participating. The discussion shows that Information and Communication Technologies can support diversified practices, while Assistive Technology plays an important role in overcoming barriers and expanding autonomy. The teacher’s role as mediator is also emphasized, since educational intentionality is what connects technological resources to curricular goals. It is concluded that technology gains greater inclusive meaning when it is no longer treated as novelty or as an end in itself and becomes part of a pedagogical proposal committed to learning, participation and the recognition of each student’s potential.