BARRIERS AND SOLUTIONS FOR INCLUSION IN DISTANCE LEARNING: ASSISTIVE TECHNOLOGIES AND ACTIVE METHODOLOGIES

Abstract

This study investigated the role of Distance Education (EAD) in promoting educational inclusion, focusing on the challenges and potential of this modality to serve students with different needs. The research problem was to understand how EAD can effectively contribute to educational inclusion, considering technological and pedagogical barriers. The general objective was to analyze how EAD can be an inclusive tool, highlighting the benefits and challenges for students with special needs. The methodology was exclusively bibliographical, analyzing articles, books, and scientific publications on the use of EAD in inclusion. In the development, it was observed that although EAD offers great flexibility and accessibility, it needs to be properly adapted to meet the needs of all students, especially those with disabilities. The personalization of learning, the use of assistive technologies, and the creation of collaborative environments are key factors in ensuring inclusion. The final considerations indicated that EAD has the potential to promote inclusion, but the challenges related to content adaptation and teacher training need to be addressed for effective inclusion. This study contributes to understanding EAD as an inclusive tool and suggests further research to explore practical strategies for adaptation and personalization of teaching.