CHALLENGES AND STRATEGIES FOR EDUCATIONAL INCLUSION IN DISTANCE LEARNING

Abstract

Inclusive education aims to ensure access to learning for all, adapting methods and content to meet students' needs. Technology, especially in distance education (EAD), facilitates this inclusion, enabling the participation of marginalized groups. However, it is essential to ensure access to appropriate technologies and pedagogical support. Inclusion in the digital environment faces significant challenges, such as inequality in access to technology and the lack of platform adaptations for people with disabilities. Inclusion in EAD courses requires an integrated approach, with public policies, teacher training, and interactive environments. It is necessary to raise awareness about digital and educational inclusion. The general objective was to analyze the challenges and strategies to ensure educational inclusion in the context of distance education (EAD). Research on inclusive education in EAD is crucial to identifying challenges and proposing solutions that ensure full participation of all students, especially people with disabilities and marginalized groups. The research was bibliographical, based on the analysis of previously published studies and works on inclusive education and EAD (Gil, 2002). In conclusion, the research highlighted the challenges of inclusion in EAD, emphasizing the importance of adequate strategies, such as public policies, teacher training, and platform adaptation, to ensure the full participation of all students, especially marginalized ones.