DIGITAL TECHNOLOGIES AND ACTIVE METHODOLOGIES: PATHWAYS TO AN INCLUSIVE SPECIAL EDUCATION

Abstract

The present research investigates the convergence between digital technologies and active methodologies as support for the construction of inclusive paths in special education. The debate focuses on the transition from traditional models to practices that value autonomy and personalization of learning for students with disabilities. Through a qualitative analysis based on a bibliographic survey, strategies such as the flipped classroom and the use of digital assistive resources in the school environment are examined. The results indicate that the intentional integration of technological tools favors the elimination of pedagogical barriers and promotes the student's sense of belonging in the teaching network. The investigation highlights that ethical innovation demands teacher training focused on universal design for learning (UDL). The offered reflections seek to subsidize the strengthening of policies and practices that ensure equity and the intellectual progress of all subjects in the national educational scenario. The main authors used in this research are Oliveira, Santos and Silva (2025), Martins and Ferreira (2024), and Souza et al. (2025).