Center for Assistive Technology and Inclusion in Education (CTAIE)

• Grant number: 25/07166-9
• Support Opportunities: Research Grants - Science Centers for Development
• Start date: January 01, 2026
• End date: December 31, 2030
• Field of knowledge: Humanities - Education
• Principal Investigator: Maria Cecilia Martinelli
• Grantee: Maria Cecilia Martinelli
• Host Institution: Escola Paulista de Medicina (EPM). Universidade Federal de São Paulo (UNIFESP). Campus São Paulo. São Paulo , SP, Brazil
• City of the host institution: São Paulo
• Principal investigators: Clara Regina Brandão de Avila ; Maria Elizete Kunkel ; Marisa Sacaloski ; Rodrigo Bonacin
• Associated researchers: Alessandro Márcio Hakme da Silva ; Ana Lucia de Moraes Horta ; Anderson da Silva Rosa ; Anderson de Souza Castelo Oliveira ; André Gomes Regino ; CARLOS ENRIQUE ISAACS BORNAND ; Elisiane Crestani de Miranda Gonsalez ; Fernando Rezende Zagatti ; Filipe Loyola Lopes ; Gilson Yuuji Shimizu ; Keisyani da Silva Santos ; Leandro Key Higuchi Yanaze ; Míriam Raquel Diniz Zanetti ; PABLO FELICIO NEPOMUCENO ; Simone Aparecida Capellini ; Thabata Alcantara Ferreira Ganga ; Tiago Silva da Silva ; Valéria Sperduti Lima

Abstract

In accordance with the Brazilian Law of Inclusion (Law No. 13.146/2015), assistive technology and technical aids are defined as "products, equipment, devices, resources, methodologies, strategies, practices, and services aimed at promoting functionality related to the activity and participation of persons with disabilities." These resources are intended to foster autonomy, independence, quality of life, and social inclusion. The law also ensures the implementation of reasonable accommodations, defined as "necessary and appropriate modifications and adjustments (...) to guarantee that persons with disabilities can enjoy or exercise all human rights and fundamental freedoms on an equal basis with others."Despite these legal guarantees, students with disabilities enrolled in mainstream public schools often face significant barriers due to the lack of access to assistive technologies and the insufficient implementation of reasonable accommodations. Furthermore, the responsibility for adapting pedagogical practices frequently falls solely on teachers, who may lack adequate resources and training. This situation compromises inclusive education and hinders effective learning and participation.In response to these challenges, the Center for Assistive Technology and School Inclusion proposes to identify and map the accessibility needs of students with disabilities or with communication and/or learning difficulties in the public education system of the State of São Paulo. Based on the annual mapping process, the Center will develop and implement assistive technology solutions and continuous professional development for educators. These actions aim to promote effective and inclusive educational practices by enabling the appropriate use of technological resources and pedagogical adjustments.The project aims to assess approximately 200 students annually and provide tailored training programs for teachers of students with disabilities who require assistive technologies and/or pedagogical accommodations. The continuing education activities will be delivered by a multidisciplinary team, supported by artificial intelligence tools that contribute to the development and dissemination of inclusive educational practices.The Center will operate through three main lines of action:Education and Pedagogical Adjustments: Responsible for identifying students' educational needs and supporting teachers through continuing education programs focused on effective pedagogical strategies and accommodations.Assistive Technologies: Focused on the development and implementation of innovative technological solutions to address the identified needs of students.Artificial Intelligence and Emerging Technologies: Dedicated to providing technological support for mapping processes and enhancing knowledge transfer among professionals.This initiative aims to contribute significantly to inclusive education policies, supporting the full participation and learning of students with disabilities in public schools. (AU)