WHEN TECHNOLOGY BECOMES A BRIDGE AND NOT A BARRIER: CRITICAL REFLECTIONS ON ACCESSIBLE RESOURCES IN SPECIAL EDUCATION IN SPECIALIZED EDUCATIONAL SERVICE CLASSES

Abstract

The presence of technology in the field of specialized education can no longer be conceived as a technical response to specific demands, nor as a simple tool for functional adaptation. When situated in the context of Specialized Educational Service (SES), its power is revealed in the ability to produce new pedagogical grammars, in which access to knowledge is not made by concession, but by law constituted within practices sensitive to difference. Technological mediation, in this horizon, requires more than instrumentalization: it calls on the school to revisit its logics of naturalized exclusion and to reinvent itself as a space for the shared production of meaning. This study aims to deepen the critical understanding of the ways in which accessible technological resources have been integrated into the daily routine of Specialized Educational Service, seeking to recognize in these devices not only the material mediation of access, but the symbolic gesture of legitimizing the presence of the subject in school. To sustain this reflection, a bibliographic methodology anchored in contemporary productions that tension the relations between accessibility, pedagogy and technology is adopted, privileging analyses that situate the teaching practice as an ethical field of decision and inclusive construction. Thinking about accessibility, therefore, is not adapting the existing, but reconstructing the conditions of belonging, opening space for each student to be recognized in their uniqueness without being reduced to it.