EDUCATIONAL TECHNOLOGY AS A TOOL FOR INCLUSION: AN ANALYSIS OF THE USE OF DIGITAL RESOURCES IN SUPPORTING THE LEARNING OF STUDENTS WITH DISABILITIES

Abstract

This article aimed to analyze the contributions of educational technology to the inclusion of students with disabilities, with emphasis on the cognitive and functional effects resulting from the use of digital resources in different school contexts. The theme was delimited to the investigation of technological mediation in learning and the structural conditions that influenced its effectiveness. The research was characterized as a bibliographic study, grounded in the critical analysis of scientific articles published in indexed journals, selected according to criteria of recency, thematic relevance, and methodological rigor. The review made it possible to examine conceptual foundations, empirical results, and institutional limitations associated with the implementation of digital devices in inclusive pedagogical practices. The findings indicated that the analyzed resources fostered autonomy, academic performance, motor coordination, and engagement, provided they were integrated into structured instructional planning and accompanied by adequate teacher training. However, constraints related to technological infrastructure and unequal access were identified, factors that conditioned the scope of the observed effects. It was concluded that the effectiveness of digital tools depended on the articulation between institutional support, pedagogical intentionality, and alignment with students’ individual needs, thus constituting a relevant component for promoting equity in the educational process