THE ROLE OF ASSISTIVE TECHNOLOGY AND OPEN EDUCATIONAL RESOURCES IN PROMOTING INCLUSIVE EDUCATION FOR STUDENTS WITH DISABILITIES

Abstract

This research focuses on Assistive Technology (AT) in Inclusive Education and investigates the potential of its systematic integration to increase the autonomy and engagement of students with disabilities in the final years of elementary school. The work was guided by the research question: ‘To what extent does the systematic integration of AT contribute to student autonomy?’ The general objective was to analyze the contribution of AT integration in the school environment to increase the autonomy and engagement of students with disabilities, and the specific objectives focused on mapping AT and pedagogical practices, identifying benefits and challenges, and proposing pedagogical and institutional guidelines to enhance the use of AT. The methodology adopted was bibliographic research with a qualitative approach, aiming to map, analyze, and synthesize existing scientific knowledge on the use of AT and its impact on the autonomy and engagement of students with disabilities. The results obtained revealed that the contribution of AT is conditioned by management committed to financial organization for the adaptation of infrastructure and pedagogical management that guarantees resources, accessibility, and teacher training for collaborative teaching. The integrated analysis provided the evidence base to answer the research question, connecting structural challenges and proposed guidelines. The studies concluded that the success of inclusion depends on the coordinated implementation of guidelines that ensure alignment between institutional support and pedagogical transformation. The study contributes by providing a systemic guide for managers and educators, essential for assistive technology to become a sustainable component of inclusive educational policy.