SPECIAL EDUCATION AND SCHOOL INCLUSION: INTERFACES OF ASSISTIVE TECHNOLOGIES

Abstract

This article examines the relationship between Special Education, school inclusion, and Assistive Technologies, considering the challenges faced by educational institutions in ensuring access, participation, and learning for students served by Special Education. The research problem focuses on understanding how Assistive Technologies contribute to the implementation of school inclusion within the educational context. The central objective was to analyze the interfaces among these fields, in light of legal frameworks and national and international scientific productions. The theoretical framework was based on normative documents and studies that understand inclusion as an educational right and Assistive Technology as a set of resources, strategies, and services aimed at reducing pedagogical barriers. The study adopted an integrative and descriptive literature review approach, drawing on recognized scientific databases and institutional sources, using descriptors related to inclusive education, accessibility, and educational technologies. The main findings indicate that Assistive Technologies play a relevant pedagogical role by promoting access to the curriculum, communication, and student autonomy, especially when integrated into instructional planning and educational policies. The contributions of the study highlight that school inclusion depends on the articulation among legislation, teacher education, and the intentional use of accessible resources. It is concluded that Assistive Technologies constitute a structuring element for the consolidation of inclusive educational practices, with direct implications for the strengthening of public policies and the pedagogical organization of schools.