THE USE OF ASSISTIVE TECHNOLOGY IN SPECIALIZED EDUCATIONAL SERVICES AND THE ROLE OF THE SECOND TEACHER IN SCHOOL INCLUSION: CHALLENGES AND PERSPECTIVES IN SANTA CATARINA

Abstract

School inclusion of students with severe intellectual disabilities, multiple disabilities, and Autism Spectrum Disorder (ASD) is a challenge that goes beyond simply providing access to mainstream schools. In this context, Specialized Educational Services (SES), the Co-teacher, and Assistive Technology (AT) play an important role in creating pedagogical conditions that promote students’ learning, participation, and development. This article aims to analyze the use of Assistive Technology in Specialized Educational Services and the role of the Co-teacher in school inclusion, considering the challenges and perspectives of this process in the state of Santa Catarina, Brazil. This is a qualitative study of a bibliographic and documentary nature, based on the analysis of books, scientific articles, dissertations, theses, legislation, documents from the Santa Catarina State Department of Education, and materials produced by the Santa Catarina Foundation for Special Education. The results show that the effectiveness of Assistive Technology depends on pedagogical intentionality, continuing teacher education, adequate resources, time for planning, and collaboration among Specialized Educational Services, Co-teachers, classroom teachers, school management, and families. The analysis also identified that low- and high-technology resources, Augmentative and Alternative Communication systems, adapted materials, digital resources, visual schedules, and communication devices can expand students’ autonomy, communication, and participation. It is concluded that Assistive Technology does not produce inclusion by itself, requiring qualified human mediation and collaborative work that recognizes the uniqueness of each student.