TEACHER EDUCATION AND ASSISTIVE TECHNOLOGIES: PATHWAYS TOWARD THE DEVELOPMENT OF INCLUSIVE PEDAGOGICAL PRACTICES

Abstract

This article analyzes the importance of teacher education for the use of assistive technologies and the development of inclusive pedagogical practices in public basic education. It is based on the understanding that the presence of students with disabilities in mainstream classrooms requires effective conditions for communication, accessibility, participation, autonomy, and learning. The general objective is to understand how initial and continuing teacher education can contribute to the selection and pedagogical integration of assistive resources. Methodologically, the study adopted a qualitative, exploratory, and descriptive approach based on bibliographic and documentary research. The survey included books, scientific articles, doctoral theses, master’s dissertations, legislation, and institutional reports published primarily between 2017 and 2026. The analysis indicates that screen readers, tactile materials, adapted devices, and Augmentative and Alternative Communication systems can expand access to the curriculum and promote student participation. However, the availability of these resources alone does not ensure inclusion, as their effectiveness depends on contextualized teacher education, pedagogical planning, collaborative work, and institutional support. Challenges concerning infrastructure, internet connectivity, equipment maintenance, and the discontinuity of professional development policies were also identified. It is concluded that assistive technologies, when combined with Universal Design for Learning, can strengthen the development of a democratic and accessible public school committed to guaranteeing everyone’s right to education.