INTELLECTUAL DISABILITY: USE OF APPLICATIONS AS A PEDAGOGICAL TOOL FOR INCLUSION

Abstract

Currently, technology and applications are becoming increasingly essential in the educational context, especially for people with disabilities, as they offer more meaningful, inclusive, and accessible learning experiences. Students with intellectual disabilities, for example, face specific learning limitations, such as difficulties with memory, attention, and information processing, which directly impact their academic performance. In this scenario, educational applications, when well-selected and used pedagogically, significantly contribute to content adaptation, the development of autonomy, and the personalization of teaching according to students’ individual needs. This qualitative study aims to analyze the impact of using applications in the teaching-learning process of students with intellectual disabilities, based on a literature review. Data collection was carried out using academic databases such as Scielo, Google Scholar, and ERIC, applying criteria of relevance and up-to-dateness. The results found show that educational applications are a promising tool, capable of enhancing learning and promoting greater engagement of these students within the school environment.