The WHO indicates that more than 1 billion people need Assistive Technologies (AT) and by 2030 there will be 2 billion. Among these technologies, 50 stand out as priority technologies that should be included and available in all social service settings (WHO, 2016) and public services such as schools. Given this, it is worth asking ourselves, are we prepared to develop an inclusive technological organization within schools in an adequate proposal? Can we do it, or at least, define the necessary structural parameters? European observatories point out that we are far away from a deep application of ICT in classrooms and far away from a complete inclusion (European Commission, 2019; European Agency for Special Needs and Inclusive Education, 2023).