MMERSIVE METHODOLOGIES AND ASSISTIVE TECHNOLOGY IN SPECIALIZED EDUCATIONAL SERVICES: PATHWAYS TO INCLUSIVE LEARNING IN BASIC EDUCATION

Abstract

This article analyzes the integration of immersive methodologies and assistive technologies in Specialized Educational Services (SES), investigating their impacts on the inclusive learning of students with disabilities and neurodivergencies in Basic Education. Based on the theoretical framework of Universal Design for Learning (UDL) and Pedagogical Mediation Theory, the research adopts a qualitative, descriptive, and propositional approach, grounded in an integrative literature review combined with the analysis of adaptive visuo-sensory ecosystems. The results demonstrate that the intentional use of interactive simulations and immersive environments acts as a catalyst for cognitive engagement, reducing attitudinal and conceptual barriers, as well as strengthening student autonomy and self-regulation within SES. It is concluded that immersive methodologies transcend mere instrumental innovation, establishing themselves as indispensable methodological assistive technologies for realizing a truly inclusive, personalized, and emancipatory pedagogical praxis.