ASSISTIVE TECHNOLOGY IN THE SCHOOL ENVIRONMENT: IMPACTS ON THE DEVELOPMENT OF AUTONOMY AND ACADEMIC PERFORMANCE

Abstract

The present article aimed to analyze the impacts of Assistive Technologies on academic performance and on the development of student autonomy within the context of inclusive schooling, considering the theoretical foundations that supported their application in the educational environment. The study addressed the relationship between pedagogical accessibility, active participation, and educational outcomes, examining how technological resources designed for students with disabilities influenced the learning process. The methodology adopted was characterized as a qualitative bibliographic research, conducted through the selection, analytical reading, and interpretation of recent scientific publications available in an open-access academic database, following defined inclusion and exclusion criteria. The analysis allowed the identification that the effectiveness of Assistive Technologies was directly associated with their integration into instructional planning, teacher training, and institutional support, demonstrating that such resources fostered increased school participation and improvement in academic achievement when used intentionally. It was concluded that positive educational outcomes depended on the articulation between technological resources, pedagogical mediation, and institutional commitment to inclusive practices, reaffirming the relevance of these tools in promoting educational equity.