Communicational Accessibility in Professional and Technological Education: Minecraft Education as a Pedagogical Strategy for Students with Complex Communication Needs

Abstract

Communicational accessibility is essential for the participation of students with Complex Communication Needs in Professional and Technological Education. This study analyzes the potential of Minecraft Education, combined with Augmentative and Alternative Communication and Assistive Technology, as a pedagogical strategy. It adopts a qualitative, descriptive, and propositional approach, based on a systematized literature review and a four-stage intervention design. The analysis indicates possibilities for expanding mediation, interaction, expression, and autonomy when technology is linked to clear pedagogical objectives and teacher mediation. Communicational accessibility should therefore be integrated into educational planning.