Inclusive education, based on human rights under principles of equality and equity, has called into question the process of training the target people of Special Education (PAEE) in educational environments at all levels and modalities of education, and in this context, it raises my thinking, among other issues, the use of Assistive Technologies as a practice of access and permanence of these subjects in higher education in public institutions. From this perspective, the present study has as general objective to analyze how legal and institutional regulations function as inclusive strategies in higher education, considering the use of Assistive Technologies (TA) in view of the accessibility and permanence practices of students with disabilities at the Federal University of Roraima (UFRR), the Federal Institute of Roraima (IFRR) and the State University of Roraima (UERR). For this, methodologically, this is a qualitative study, of descriptive documentary nature, which has as locus: the Federal University of Roraima, the Federal Institute of Roraima and the State University of Roraima (Boa Vista/Roraima). The research has as research field, the documents that compose the regulations
of the HEI under study to enter, from the discourse analysis, in the concepts and types of Assistive Technologies and their implications in the spaces of learning and in conditions of accessibility and permanence of PAEE students until the completion of their training courses. It was possible to observe that it is through access to knowledge, through exchanges of ideas and social interaction that institutions implement actions in order to make higher education an increasingly democratic space and accessible to all.
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