DIGITAL AND ASSISTIVE TECHNOLOGIES IN THE INCLUSION OF STUDENTS WITH SPECIAL NEEDS: CHALLENGES FOR TEACHER EDUCATION IN BASIC EDUCATION

Abstract

This article aims to critically analyze the use of digital and assistive technologies in the inclusion of students with special needs in Basic Education, highlighting their pedagogical possibilities, institutional limitations, and challenges related to teacher education. This is a qualitative bibliographic study based on the analysis of renowned Brazilian authors in the fields of school inclusion, special education, assistive technologies, and teacher education, such as Mantoan, Lanuti, Pletsch, Galvão Filho, Bersch, Kenski, and Moran. The study shows that digital and assistive technologies can promote accessibility, communication, autonomy, participation, and learning among students with special needs, provided that they are used with pedagogical planning, teacher mediation, and ethical commitment. However, the results also indicate that the mere presence of technological resources does not guarantee effective inclusion, requiring investment in infrastructure, continuing teacher education, and educational public policies. It is concluded that technology should be understood as a means of strengthening learning and human dignity, contributing to a more democratic, accessible, welcoming, and socially just school.