INCLUSIVE EDUCATION AND TECHNOLOGICAL INNOVATION

Abstract

This study examined the use of digital media as a resource to reduce learning barriers faced by students with disabilities in basic education. The research was guided by the question of how such resources could contribute to inclusion in the school context. The general objective was to analyze how digital media helped minimize pedagogical, communicational, and cognitive obstacles. The methodology relied exclusively on bibliographic research, enabling the collection and interpretation of theoretical contributions on inclusive education, digital technologies, and pedagogical practices mediated by technological tools. The development section analyzed the potential of digital media to promote accessibility by considering content flexibility, enhanced communication, and increased student participation. The final considerations indicated that digital media played a relevant role in reducing learning barriers when used deliberately and aligned with inclusive pedagogical practices. The study also highlighted the need for further research to deepen the understanding of the relationship between digital resources and school inclusion.