ASSISTIVE TECHNOLOGIES AND SCHOOL LEARNING OF STUDENTS WITH SPECIAL NEEDS

Abstract

Securing the right to knowledge for learners with unique educational demands requires the introduction of support systems that enable total and actual involvement in school routines. Even though legal tools validate enrollment in regular classes, providing high-quality guidance throughout the academic journey depends on the mutual integration of government guidelines, teacher qualification, and accessibility tools. This study sets as its main goal to investigate the contributions of assistive resources to the intellectual development of students with specific needs within the school environment. From a methodological standpoint, the research is designed as a literature review grounded in the conceptual frameworks of Minayo (2021) and Chizzotti (2018) for sorting and processing the selected material. The theoretical overview discusses the categories of available devices, design strategies for teaching intervention, and the dilemmas faced in preparing teachers to technically handle these solutions. As an analytical closing insight, it stands out that accessibility apparatuses, when intentionally incorporated into the curriculum proposal, boost independence and institutional belonging. The scholarly references of Rocha et al. (2026), Florentino and Júnior (2026), and Ribeiro et al. (2024) provide the indispensable scientific bedrock to map the scope and bottlenecks of this methodological transition within the national educational scenario.