Tecnologias assistivas na educação infantil: impacto na inclusão e autonomia de crianças com deficiência

Abstract

This article analyzes how assistive technologies contribute to the development of children with disabilities or reduced mobility, addressing cognitive, motor, social, and emotional aspects. The main objective is to investigate how these resources promote autonomy and inclusion in early childhood education. The research is bibliographic in nature and explores articles and dissertations published in the last five years, focusing on how different technologies impact child development and the challenges of their implementation in schools. Studies on children with intellectual, visual, ADHD, autism, and other complex needs, such as those by Aquino and Cavalcante (2022) and Menezes and Alves (2021), among others, are analyzed. The article highlights the role of tools such as communication boards, audio description, adapted software, and personalized devices in the learning process, as well as promoting self-esteem and belonging. However, challenges such as teacher training and school adaptation for the use of these technologies still persist. The conclusion emphasizes the importance of assistive technologies for inclusive education and the need for investments in public policies that ensure their implementation and accessibility, aiming to build a more inclusive educational environment that is adapted to the needs of all students.