ASSISTIVE TECHNOLOGY IN INCLUSIVE EDUCATION: BETWEEN REGULATORY FRAMEWORKS AND THE EFFECTIVENESS OF PEDAGOGICAL PRACTICES

Abstract

Assistive technology in inclusive education constitutes one of the structuring pillars for consolidating the right to learning of students with disabilities, neurodevelopmental disorders, and other specific educational needs, configuring itself not merely as an instrumental resource, but as a pedagogical, political, and ethical strategy for democratizing access to knowledge. This article critically analyzes the role of assistive technology as a mediator of teaching and learning processes in inclusive contexts, considering its articulation with pedagogical practices, teacher education, and contemporary educational public policies. It is grounded in the understanding that school inclusion, supported by national and international legal frameworks, requires overcoming integrationist models and adopting perspectives that recognize diversity as a structuring principle of the school. In this scenario, the following question is raised: to what extent does assistive technology, when purposefully integrated into the curriculum and teaching methodologies, enhance the participation, autonomy, and academic performance of students who are the target population of special education? The general objective of this study is to analyze the theoretical, pedagogical, and normative foundations that support the implementation of assistive technology in inclusive education, examining its potentialities and limitations. The approach is based on a critical theoretical review grounded in recent scientific productions and normative documents. It is concluded that assistive technology, when understood as an integral part of the pedagogical architecture rather than as a compensatory add-on, fosters the construction of more equitable educational environments, expanding cognitive, communicative, and social possibilities. However, its effectiveness depends on consistent instructional planning, institutional investment, and qualified continuing teacher education, otherwise it risks being reduced to an underutilized or merely symbolic resource.