DIGITAL MEDIA FOR INCLUSIVE LEARNING

Abstract

The study analyzed the use of digital media as pedagogical support for students with disabilities in the context of inclusive education. It investigated how these resources could contribute to expanding curricular access and promoting more equitable educational practices. The general objective was to understand how digital media supported the learning and participation of these students. The methodology adopted was exclusively bibliographic research, which enabled the examination of concepts, experiences, and theoretical reflections on digital technologies, inclusion, and pedagogical practices. The development discussed the potential of digital media for adapting content, diversifying languages, and providing methodological flexibility, as well as challenges related to teacher training, accessibility, and infrastructure. The final considerations indicated that digital media contributed to greater autonomy, engagement, and reduction of barriers, although their effectiveness depended on adequate pedagogical planning and favorable institutional conditions. It was concluded that digital media represented important resources to support students with disabilities, but further studies are needed to deepen the understanding of their application in different school contexts.