Assistive Technologies in Overcoming Learning Disabilities in High School

Abstract

The historical trajectory of educational rights reveals a gradual transition from social isolation and welfare assistance to the guarantee of na unrestricted right to inclusive education. Although the regulatory framework ensures accessible education at all levels, young people with disabilities or learning disorders face pedagogical barriers that jeopardize their academic performance in high school. Given the overall context and issues presented, the main objective of this study is to analyze the use of assistive technologies in overcoming learning disabilities in high school. To achieve this, a qualitative narrative review was conducted, focusing on the description and critical interpretation of scientific literature on the topic. The search for bibliographic sources was carried out in databases such as SciELO and Google Scholar, selecting Portuguese-language works published between 2022 and 2026, with the exception of legislation and regulatory frameworks. The data indicate that cognitive and neurodevelopmental specificities—such as dyslexia, dyscalculia, and intellectual disability—require flexible methodological resources to ensure learning. The planned use of assistive technologies, such as screen reader software, text-to-speech converters, visual organizers, and gamified platforms, works directly to eliminate barriers, promoting student autonomy, self-confidence, and retention in school. However, the effectiveness of these resources requires ongoing investments in improving the physical and digital infrastructure of educational institutions, as well as in the continuing education of teachers for pedagogical mediation. Thus, the targeted application of assistive technologies enables equitable curricular tracking, reduces pedagogical disparities, and consolidates high school education as a democratic space for citizenship building.