Assistive technology in the Brazilian Law for the Inclusion of Persons with Disabilities and in health and education public policies in Brazil: a textual review based on the Sustainable Development Goals

Abstract

Introduction: Assistive Technology (AT) is essential to expand the functioning and social participation of persons with disabilities (PwD) and is recognized as a right under the Brazilian Law for the Inclusion of Persons with Disabilities (LBI). In the international context, the 2030 Agenda and the Sustainable Development Goals (SDGs) identify AT as a strategic element to reduce inequalities and ensure that no one is left behind. Objective: To critically analyze the normative documents that regulate the provision of AT in Brazil, with a focus on the LBI and public policies in the fields of health and education, in relation to the SDGs. Method: Systematic review of textual evidence, conducted according to the Joanna Briggs Institute methodology. In addition to the LBI, official normative and programmatic documents in health and education were analyzed. The synthesis was conducted using meta-aggregation, with thematic categorization of the findings and an assessment of alignment with the SDGs. Results: The documents were organized into three axes: (1) the LBI shows strong convergence with the SDGs by recognizing AT as a fundamental right linked to health, education, work, and mobility; (2) in the health field, the analysis revealed articulation with the SDGs, although regional inequalities, limited availability of specialized services, and a biomedical focus on the provision of devices persist; (3) in education, despite normative advances, structural barriers remain that compromise the achievement of the inclusion targets set out in the 2030 Agenda. Conclusion: Barriers to the effective realization of the right to AT persist in Brazil. Investment in professional education, expansion of access, and strengthened intersectoral coordination are recommended to align public policies on AT with the SDGs.