INCLUSIVE EDUCATION 4.0: ASSISTIVE TECHNOLOGY IS REVOLUTIONIZING TEACHING

Abstract

This study investigates the phenomenon of Inclusive Education 4.0, analyzing how contemporary assistive technologies fundamentally transform the teaching-learning processes for students with specific educational needs. The literature search examines the current ecosystem of digital tools emerging at the intersection of industry 4.0 and inclusive education, including advanced screen readers, smart braille printers, adaptive virtual reality systems, and customizable artificial intelligence applications. The methodology is based on bibliographic research of the literature published between 2018 and 2025. The results indicate that contemporary assistive technologies transcend specific adaptations to establish new pedagogical paradigms that benefit all students, regardless of specific conditions. The analysis identifies four predominant trends: algorithmic personalization of educational experiences, democratization of previously inaccessible content, expansion of student autonomy, and transformation in the relationships between educators and students. The study concludes that the full realization of the transformative potential of Inclusive Education 4.0 depends on three interconnected factors: technological development guided by universal design principles, public policies that ensure equitable access, and cultural transformation in educational institutions that recognizes diversity as a fundamental pedagogical value. The convergence between inclusion and technological innovation represents not only technical advancement, but epistemological reconstruction of the very concept of accessible education.