ACCESSIBLE APPLICATIONS AS SUPPORT FOR INCLUSIVE LITERACY IN DIVERSE SCHOOL CONTEXTS

Abstract

Children with specific educational needs face concrete barriers in accessing written language acquisition processes when available pedagogical resources do not account for the functional diversity present in classrooms. This article investigates how accessible applications can expand participation conditions for students in inclusive literacy processes, taking as its central axis the intersection between digital technology and pedagogically equity-oriented practices. The investigative path adopted Bibliographic Research as a methodological approach — a procedure that, as argued by Kuss et al. (2025) and Albuquerque et al. (2025), allows mapping scientific productions and systematizing theoretical foundations with analytical rigor. Brito (2025) discusses educommunicative strategies aimed at inclusive literacy in common schools, while Pereira (2025) examines educational applications in the cognitive and social development of children with ASD and ADHD, and Zancanelli and Barreiros (2025) investigate unconventional mediations in the literacy process of non-verbal students. The analyzed corpus indicates that digital tools, when integrated into intentionally planned teaching practices, transform access to written code into a feasible experience for subjects historically excluded from formal learning circuits.