DIGITAL INCLUSION OF STUDENTS WITH DISABILITIES IN VULNERABLE TERRITORIES

Abstract

This article analyzes the digital inclusion of students with disabilities in vulnerable territories, examining how school policies, material conditions, and teacher mediation can expand participation and learning through accessible digital activities. The general objective is to discuss barriers to access, persistence, and understanding under inequality, relating assessment culture, institutional support, and resource choices. The study adopts Bibliographic Research, organized through object construction, descriptor definition, interpretive reading, and thematic categorization, following guidelines by Gil (2017) and Minayo (2002). The development takes Costa and Santos (2024), Gonçalves et al. (2024), and Openheimer (2025) as central authors, articulating inequality in digital practices, the potential of inclusive software, and teacher reports on inclusion processes. The text discusses pedagogical mediation, interface accessibility, and the organization of supports, emphasizing formative monitoring and the right to learn. It argues that digital inclusion requires time management, accessible materials, and teacher education, avoiding shifting to students the responsibility for overcoming barriers produced by school and territory.