ASSISTIVE TECHNOLOGIES IN PUBLIC EDUCATION

Abstract

This article analyzes assistive technologies in public education, considering their relationship with accessibility, school inclusion, specialized educational support, teacher training, and the participation of students with disabilities. The research is characterized as qualitative, bibliographic, exploratory, and descriptive, based on scientific studies that discuss the use of assistive resources in the educational context, especially in public schools, multifunctional resource rooms, and inclusive pedagogical practices. The results indicate that assistive technology contributes to expanding students’ autonomy, communication, mobility, access to the curriculum, and participation, provided that it is connected to pedagogical planning, teacher mediation, school management, and the specific needs of each student. It was observed that the mere presence of resources does not guarantee effective inclusion, since their use requires professional training, continuous monitoring, material adaptation, and integration between regular classrooms and specialized support. It is concluded that assistive technologies represent a pedagogical, institutional, and legal dimension of inclusive education, being fundamental to reducing barriers and strengthening more accessible, democratic school practices aligned with the diversity present in public education.