INCLUSÃO DIGITAL E EDUCACIONAL DE PESSOAS COM DEFICIÊNCIA INTELECTUAL: UMA REVISÃO INTEGRATIVA

doi.org/10.29327/211653.6.11-2

Abstract

There has been a recurrence in the theme aimed at the inclusion of people with intellectual disabilities, especially when it comes to education. In this context, the excluding view, which considers the disability and ignores the capacities of these actors, must be overcome. They must be offered conditions of access to knowledge based on the needs and peculiarities of each individual. Digital technologies, due to their inclusive and adaptive potential, have proved to be excellent alternatives for the social and educational inclusion of people with intellectual disabilities. The use of technology has been identified as a pedagogical resource that can contribute to this process, facilitating the development of skills and autonomy of these actors. Given this perspective, the present study aims to evaluate the updated scientific production, related to the digital inclusion of people with intellectual disabilities, especially with a special attention focused on education. It is an integrative literature review, carried out in Scielo, Dialnet and Worldwidescience databases. 51 articles were found, of which 13 met the methodological requirements of the study. The results obtained point out that the literature related to the proposed theme considers that these technologies can be used as auxiliary systems or prosthesis for communication; used to control the environment; as tools or learning environments; as a means of insertion and inclusion in the educational environment and in the social environment, in order to provide autonomy and develop their skills.