INCLUSION IN DISTANCE LEARNING: INTERACTION AND CHALLENGES

Abstract

The mere presence of everyone in a place does not equate to genuine participation. The aim is to ensure that everyone participates fairly, regardless of their characteristics. Embracing differences as something normal and positive is important, as each person is unique. Distance Education (EAD) uses technology to eliminate time and space barriers, enabling access to studies anytime, anywhere. With resources like videos and digital materials, it offers flexibility to balance studies with other activities. EAD opens doors for the participation of individuals who previously lacked access to education. It facilitates the creation of learning environments that adapt to each student's needs, through resources like captioned classes and digital materials in appropriate formats. Thus, the general objective was to examine the relationship between inclusion and Distance Education (EAD), exploring EAD's potential to promote inclusion and the challenges to be overcome. The research's relevance is evident in its demonstration of the importance of educational environments that respect diversity, ensuring everyone's participation. The investigation was grounded in bibliographical research, utilizing theoretical frameworks that discuss equitable participation in the educational environment and the use of technologies in distance learning (Gil, 2019). It is concluded that EAD has great potential to promote inclusion, overcoming barriers and offering access to all, provided there is a commitment to adapting to each student's needs.