INCLUSIVE EDUCATION AND DIGITAL ACCESSIBILITY IN VIRTUAL LEARNING ENVIRONMENTS

Abstract

This article discusses the importance of inclusive education and digital accessibility in virtual learning environments, based on a pedagogical experience carried out at José Eduardo Canuto Estolano Municipal School, located in Itahum District, Dourados-MS, during the first semester of 2025. The practice involved using the Wordwall platform with special education students from the 2nd to the 5th grades in Science, History, and Geography classes. The digital environment provided more dynamic and meaningful learning experiences for students with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Intellectual Disabilities (ID), promoting greater engagement and social interaction. The results showed that accessible technological tools enhance both cognitive and social development, reinforcing the importance of inclusive pedagogical practices mediated by technology.