ASSISTIVE TECHNOLOGY IN SCHOOLS: TEACHING RESOURCES AND PERCEPTIONS OF BASIC EDUCATION PROFESSIONALS

Abstract

Assistive Technology (AT) refers to products, devices, methodologies, strategies, and practices, among others, to promote the social inclusion of people with disabilities or reduced mobility. Its incorporation into educational institutions contributes to mitigating the difficulties in the teaching-learning and socialization process, both for neurotypical students and students requiring specialized care. Given this, this research aimed to understand basic education professionals' understanding of the importance of AT in the school context and to determine which resources are used by educational institutions. The survey of perceptions was carried out through a questionnaire applied to professionals from Brazilian basic education institutions. The responses obtained were analyzed through the content analysis technique. As a result, it was found that the understanding of AT and its importance is limited and that the concepts of AT, digital technologies, and pedagogical resources are easily confused. Regarding the resources used, the inclusion of digital technologies, resources aimed at architectural accessibility, and teaching materials such as EVA, self-adhesive material, and educational games, among others, were mentioned. However, according to the respondents, the institutions do not have many resources. Therefore, it is understood that AT should be better disseminated in schools, its concepts, resources, and applications, so that professionals have the knowledge and resources to serve students, assisting in their development and promoting effective school inclusion.