A UTILIZAÇÃO DE TECNOLOGIAS ASSISTIVAS NO PROCESSO DE ENSINO-APRENDIZAGEM DE ALUNOS COM DEFICIÊNCIA

This study aims to analyze the use of assistive technologies in the teaching and learning process of students with disabilities, emphasizing their contributions to school inclusion and the challenges faced in their implementation. The research was developed based on a literature review, based on scientific articles, systematic reviews, dissertations, and academic books that address the topic of inclusive education and the role of assistive technologies in reducing pedagogical, communicational, and social barriers. The methodological approach adopted consisted of selecting materials available in recognized databases, following criteria of relevance, timeliness, and quality, which enabled the construction of a critical and comprehensive analysis of the topic. Within the theoretical framework, the study discussed the concepts and foundations of assistive technologies, their origins, historical evolution, and classification in the educational context, relating them to the principles of equity and accessibility. The contributions of these resources to the academic, social, and cognitive development of students were explored, highlighting their ability to increase autonomy and participation in school activities. Furthermore, the main challenges identified in the literature were analyzed, such as infrastructure limitations, unequal access, resistance to traditional pedagogical practices, and the need for curricular adaptation. The results of the review indicated that the effectiveness of assistive technologies depends on the integration of technological resources, pedagogical strategies, and teacher training, with investment in initial and ongoing training being essential to ensure their proper use. It was also found that public policies and school management play an essential role in the consolidation of these practices, as the lack of institutional support compromises their effectiveness. Therefore, it is concluded that assistive technology represents a fundamental component of inclusive education, but its consolidation requires coordinated actions involving teachers, administrators, and education systems. Therefore, this study reinforces the importance of understanding assistive technology not as an isolated element, but as an integral part of an educational project committed to the right to learn of all students.