ASSISTIVE TECHNOLOGIES AS A TOOL FOR SCHOOL INCLUSION: A STUDY ON DIGITAL AND TECHNOLOGICAL RESOURCES THAT EXPAND LEARNING OPPORTUNITIES FOR STUDENTS WITH DISABILITIES

Abstract

This article examines assistive technologies as a driver of school inclusion, analyzing how digital and technological resources expand learning opportunities for students with disabilities in basic education. The study aimed to map up-to-date evidence and guidelines that inform pedagogical use of these resources and to identify system-level conditions that support their effectiveness. Methodologically, it is a qualitative, bibliographic review, drawing on open academic databases (2019–2025), with priority to Portuguese-language publications and recent official documents. The results depict high global demand and uneven access to assistive technologies; they highlight the centrality of Specialized Educational Assistance (AEE) as pedagogical mediation, the decisive role of infrastructure (connectivity, devices, accessible materials), and continuous teacher development as a critical condition for integrating resources into the curriculum. Recurring categories (screen readers, augmentative and alternative communication, speech synthesis, magnifiers, and cognitive-support apps) and monitoring indicators to track coverage and use are also described. The study concludes that effectiveness depends on institutional planning (AEE embedded in school plans), data-informed management, situated professional learning, and multimodal teaching practices aligned with inclusive design principles. The paper offers practical guidance for school systems to consolidate accessible, participatory, and equitable learning environments.