The aim of this study was to analyze the provision of assistive technology for students with disabilities at the public elementary school Escola Básica Almirante Carvalhal, in the Coqueiros neighborhood, in the city of Florianópolis, Brazil, from the perspective of teachers and other school workers. School inclusion is ensured by various legal instruments. However, political actions to sustain it have not yet been implemented. This study shows the need for more political subsidies to offer adequate teaching conditions to students with disabilities. For instance, there is the need for training in the numerous demands related to disabilities, especially those regarding specific needs of each individual student and assistive technology. Therefore, the study discusses the historical construction of the concepts of inclusive education, assistive technology and technical aids. With the data collected from a questionnaire which was applied during the field research, some questions pertinent to the policies are also analyzed. This thus reaffirms the need for an institutional evaluation project based on well-defined criteria and social indicators, in order to guarantee more effectively the public commitment to quality education for all.