TECHNOLOGICAL MEDIATIONS AND INCLUSIVE PRAXIS: THE ROLE OF LEARNING OBJECTS AND ASSISTIVE TECHNOLOGY IN SPECIAL EDUCATION

Abstract

This article analyzes the convergence of playfulness, Learning Objects (LO), and Assistive Technology (AT) as catalysts for the process of school inclusion in contemporary times. Grounded in the premises of Mediation Theory and the Social Model of Disability, the study examines the transition from a merely integrative school to an institution based on equity and student agency. Through a systematic literature review and an analysis of technical-pedagogical resources—ranging from the Braille system to eye-tracking technology—the investigation demonstrates that authentic inclusion requires overcoming attitudinal barriers and implementing public policies that democratize access to assistive innovations. The results indicate that technology, when integrated into a reflective and affective pedagogical praxis, acts not merely as functional support but as a tool for social justice, ensuring students with disabilities the right to belonging, autonomy, and knowledge production.