ACCESSIBLE APPS AND ASSISTIVE TECHNOLOGIES IN THE INCLUSIVE LITERACY OF CHILDREN

Abstract

This study addresses the use of accessible applications and assistive technologies as strategic supports in inclusive literacy, analyzing how these resources favor autonomy and knowledge construction by students with disabilities. The general objective is to discuss the contributions of digital tools and adapted pedagogical materials to overcome learning barriers in the literacy cycle. The methodology adopted is Bibliographic Research, structured through a survey of sources and qualitative data analysis, according to the guidelines of Köche (2011) and Vergara (2005). The content includes the integration of ludic resources, interface accessibility, and the necessary teacher mediation to guarantee the right to learn. The development mobilizes the contributions of Santos et al. (2024), Pereira et al. (2024), and Oliveira (2023), articulating assistive technology, school processes, and literacy for students with disabilities. It is argued that technological innovation reduces inequalities when pedagogical planning prioritizes curricular accessibility and formative monitoring.