INCLUSIVE MANAGEMENT OF ASSISTIVE TECHNOLOGIES IN SPECIAL EDUCATION CLASSROOMS

Abstract

Inclusive management of assistive technologies (AT) in Specialized Educational Assistance (AEE) classrooms plays a central role in ensuring access, participation, and learning for students with disabilities, global developmental disorders, or high abilities/giftedness. This chapter aims to examine how management practices, teacher training, and pedagogical organization affect the effective integration of AT in school environments. The methodology includes a literature review of authors such as Mantoan, Bersch and Sassaki, along with documentary analysis of Brazilian educational policies. The findings indicate that the successful adoption of assistive technologies depends not only on the availability of devices but also on management strategies that guarantee continuous professional development, collaborative planning, and pedagogical monitoring. Schools led by administrators committed to inclusive education demonstrate greater capacity to incorporate AT into the curriculum. The chapter concludes that strengthening inclusive management—supported by training, evaluation processes and technical-pedagogical assistance—is essential for promoting student autonomy and improving academic outcomes in both AEE and regular classrooms.