TECNOLOGIA ASSISTIVA NO ENSINO DE QUÍMICA: UMA REVISÃO DE LITERATURA

Abstract

The growth in enrollments of students served by Special and Inclusive Education in recent years highlights the urgent need for pedagogical practices and resources that ensure equal opportunities and quality in the teaching-learning process. In this context, Assistive Technologies (AT) emerge as essential tools to promote accessibility and inclusion, especially in Chemistry education, a field that presents significant challenges for students with disabilities due primarily to its experimental nature. This study conducted a systematic literature review with bibliometric analysis, gathering and analyzing 24 articles published between 2000 and 2025. Searches were performed in national databases and conference proceedings in the area, classifying the technologies found according to their purpose and target audience. The results revealed a predominance of resources aimed at visual impairments and a concentration of research in a few academic centers, as well as a scarcity of studies targeting other disabilities, such as intellectual, motor, and autism spectrum disorders. It is concluded that, although the application of AT is recognized as a strategic tool for inclusion, there is still a need to expand its diversity, invest in teacher training, and integrate its use in a planned manner into pedagogical practices.