Tecnologias assistivas como recursos pedagógicos no ensino voltado para pessoas com deficiencia visual na escola

Abstract

This article aims to analyze Assistive Technologies as auxiliary and pedagogical resources in expanding functional skills and promoting learning for people with visual impairments. The research is qualitative, bibliographic, and descriptive in nature. Data collection was carried out through a bibliographic search of articles related to the topic via the web, with the inclusion criteria being articles in Portuguese published in 2020, using the descriptors: "Inclusive Education," "Assistive Technologies," and "Visually Impaired." Based on the results obtained, we observed that assistive technology resources ensure autonomy, independence, social inclusion, and quality of life for people with disabilities. In this sense, the study demonstrates that the use of Assistive Technologies in the educational field functions as a tool that enables reading and writing, contributing to inclusion within the school context as well as in the social environment, by minimizing the difficulties of visually impaired individuals and thus encouraging their autonomy.