PEDAGOGICAL INNOVATION AND INCLUSIVE EDUCATION: CONTRIBUTIONS OF ASSISTIVE TECHNOLOGIES AND UNIVERSAL DESIGN FOR LEARNING TO THE SCHOOLING OF STUDENTS TARGETED BY SPECIAL EDUCATION—A CRITICAL ANALYSIS OF PUBLIC POLICIES, TEACHING PRACTICES, AND TECHNOLOGICAL MEDIATION IN PROMOTING EDUCATIONAL EQUITY.

Abstract

This article analyzes the convergence of pedagogical innovation, Assistive Technologies (AT), and Universal Design for Learning (UDL) within the schooling process for students targeted by Special Education (PAEE). The study contrasts segregationist and integrationist perspectives by proposing a curricular architecture grounded in equity, accessibility, and student autonomy. Drawing on Historical-Cultural Theory, the Social Model of Disability, and updated CAST guidelines (UDL Guidelines 3.0), the text investigates how Brazilian regulatory frameworks—such as PNEEPEI, LBI, and BNCC—align with the praxis of Specialized Educational Services (AEE) and general classroom instruction. It concludes that authentic pedagogical innovation stems not from the mere physical presence of digital tools, but from the intentional restructuring of methods, attitudes, and planning, thereby transforming instrumental mediation into a vehicle for social justice and citizenship.