TDICS AS TOOLS FOR EDUCATIONAL INCLUSION

Abstract

This article aims to discuss the use of Information and Communication Digital Technologies (TDICs) as tools to strengthen educational inclusion in the school context. It is a bibliographic research with a qualitative approach, developed through the analysis of recent studies and guiding documents that address the relationship between technology, accessibility, pedagogical mediation, and student participation. The results indicate that TDICs can reduce learning barriers by expanding languages (text, audio, video, and interactive resources), supporting communicational accessibility, assisting assistive technologies, and enabling different forms of access to the curriculum and expression of knowledge. The analysis also shows that more consistent impacts occur when digital technologies are integrated into pedagogical planning and the Universal Design for Learning, supported by teacher mediation and continuous professional development, thus avoiding superficial or decontextualized use. Limitations such as insufficient infrastructure and unequal access were also identified. It is concluded that TDICs do not ensure inclusion by themselves but become powerful allies when linked to intentional, accessible pedagogical practices and sustained by institutional support.