EDUCATIONAL TECHNOLOGY AND ASSISTIVE TECHNOLOGY: SPECIFICITIES AND APPLICATIONS FOR THE INCLUSION OF STUDENTS WITH VISUAL IMPAIRMENT

Abstract

With the inclusion of Educational Technology (ET) and Assistive Technology (AT) in the educational context, this article conceptually distinguishes the terms focused on the inclusion of people with visual impairments, arguing that technology can assist, but not replace, pedagogical mediation. Based on a theoretical and conceptual analysis of the literature and national frameworks, criteria are presented for recognizing when a resource qualifies as AT, presenting examples of applications and resources such as screen readers, audio description, tactile materials/diagrams, tactile cartography, mobility and navigation devices and apps, and discussing their articulation with teaching practices. Through this study, it is possible to conclude that differentiating ET from AT is an ethical and technical decision with impacts on pedagogical planning and teacher training, and that effective inclusion depends on the consistent implementation of new resources, in addition to public policies and research in the field.

DOI: https://doi.org/10.56238/sevened2025.030-072