ASSISTIVE TECHNOLOGIES AND THEIR EFFECTS ON THE TEACHING AND LEARNING PROCESS OF STUDENTS WITH DISABILITIES

Abstract

Educational policies have been evolving a lot, recognizing the right to education, including emphasizing the need for schools to be able to guarantee different ways of learning for students, regardless of the limitations they may present, whether physical, sensory, intellectual or multiple, so that all students can have access to learning. It is in this context that assistive technologies emerge, comprising the fundamental tools to promote student autonomy and learning. Assistive technologies correspond to various resources and services that aim to expand functional skills or provide them to people with disabilities, which facilitates their access to the school curriculum and that they can have social interaction in the educational environment. Thus, this study has as its main objective to analyze the effects of assistive technologies on the teaching-learning process of students with disabilities in Brazilian public schools. The methodology used in this study was the bibliographic research, through which it was reached the results that assistive technologies are relevant tools for the promotion of an inclusive education, where all students, regardless of their conditions, can access the curriculum and fully participate in school activities. By enabling students with disabilities to overcome physical, sensory, and cognitive barriers, these technologies expand learning and development opportunities, contributing to a more just and equitable society. Continuity in investment in teacher training, public policies, and research in the area of accessibility is essential to ensure that these technologies are effectively integrated into daily school life, promoting quality education that respects and values diversity.