ASSISTIVE TECHNOLOGY AS AN ENABLING TOOL FOR INCLUSIVE EDUCATION: A NEW POSSIBILITY FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

This article presents a qualitative study that aimed to clearly expose an analysis of the use of assistive technology as a facilitating tool for inclusive education, in addition to explaining the definitions and how to classify them and showing the challenges of being able to insert inclusive education in regular education institutions. The main motivation of the study was to contextualize the emerging need to apply inclusive pedagogical practices with students who have special educational needs. Emphasizing that the use of assistive technology alone does not guarantee new ways of learning from differences. It is necessary for teachers and students to be able to experiment with technological resources in their daily studies so that the appropriation of knowledge occurs with the experience of autonomy, authorship and sociality.