ASSISTIVE TECHNOLOGY UNDERSTOOD UNDER THE MEDIATION PERSPECTIVE OF VYGOTSKY'S THEORY

Abstract

This study investigates the contribution of Assistive Technology (AT) in the teaching and learning process of students with disabilities, considering the perspective of mediation proposed by Vygotsky's theory. Historically, people with disabilities have been marginalized and excluded from society. However, with the advent of inclusive laws and public policies, these individuals now have rights and duties equal to those of any other person. In this context, the school plays a fundamental role as an environment conducive to the equitable development of these students. To achieve the proposed objective, concepts of technology in general and educational technology were explored. The methodology adopted in this study consists of a bibliographical research based on the writings of Vygotsky (1988, 1991, 2006) and other relevant authors on the subject. The analysis of Vygotsky's studies on the process of development, teaching and learning of individuals with disabilities, combined with the contributions of other researchers, allowed children with disabilities to learn in the same way as their peers, although they presented individual specificities. The study also showed that the social environment in which these students are inserted plays a fundamental role in their development. Learning occurs through compensation and stimuli, and it is the mediator's responsibility to provide the necessary conditions for the subject to overcome the barriers faced. In this sense, Assistive Technology emerges as a tool that can be used to enhance the teaching and learning process. By providing resources and personalized support, AT enables these students to develop skills, overcome obstacles and reach their full potential, thus allowing for effective and equitable inclusion in school and society.