BETWEEN TECHNOLOGICAL RESOURCES AND INCLUSIVE PRACTICES: SPECIAL EDUCATION FROM THE TEACHER'S PERSPECTIVE

Abstract

Within the contemporary school environment, the incorporation of technological resources into special education intensifies debates about inclusion, teacher training, and didactic reorganization. In this scenario, pedagogical practices are increasingly strained by accessibility demands and expectations of innovation. Although digital devices can facilitate alternative communication, personalized learning paths, and increased participation, their presence does not, in itself, guarantee qualitative transformation. Thus, the focus shifts from the artifact to the mediation exercised by the teacher, whose actions articulate ethical criteria, formative intentionality, and a sensitive understanding of individual differences. This study aims to examine how technological resources can support inclusive practices in special education from a teacher's perspective. To this end, bibliographic research is structured through a critical analysis of academic works that discuss digital culture, educational policies, and pedagogical mediation. In this way, the investigative path organizes interpretative approaches between different frameworks, seeking conceptual coherence and argumentative density. Throughout the reflection, it is demonstrated that inclusion requires planning, systematic monitoring, and continuous evaluation. Therefore, technologies only gain meaning when integrated into consistent pedagogical projects. In this direction, it is reaffirmed that the central role of the teacher remains the central axis of formative environments committed to effective participation, equity, and recognition of differences.