ASSISTIVE TECHNOLOGY AND INCLUSION IN HIGH SCHOOL: RESOURCES, CHALLENGES, AND POTENTIALITIES IN PUBLIC SCHOOLS

Abstract

Assistive Technology (AT) is an important resource for expanding participation, autonomy, and learning opportunities for students with disabilities in educational settings. This study aimed to analyze the use of Assistive Technology in the inclusion of students with disabilities in public high schools, considering the resources employed, their contributions, implementation challenges, and potentialities identified in educational institutions. This qualitative and exploratory study was conducted through a literature review and thematic analysis of the selected publications. The studies analyzed different accessibility resources and strategies, including Brazilian Sign Language (Libras), audio description, and technologies applied to the teaching of curricular components such as Physics, Chemistry, Biology, and Mathematics. The findings showed that the appropriate use of these resources can improve access to curricular content, participation in educational activities, and student autonomy. However, challenges persist regarding teacher training, availability and adequacy of resources, infrastructure, and the implementation of institutional inclusion policies. It is concluded that Assistive Technology has significant potential to strengthen inclusive educational practices in high school, provided that its use is integrated with professional training, pedagogical planning, and institutional conditions capable of addressing students' specific needs.