EDUCATIONAL MULTIMEDIA AND ACCESSIBILITY IN INCLUSIVE EDUCATION CONTEXTS

Abstract

The present research investigates the role of educational multimedia in promoting accessibility within inclusive education contexts in the contemporary Brazilian scenario. The debate focuses on the need to organize pedagogical work through resources that eliminate sensory and cognitive barriers, ensuring everyone's right to knowledge. Through a qualitative approach, the technical and pedagogical conditions are analyzed so that the use of digital media results in the effective participation of students with disabilities or specific needs in regular education. The results indicate that assistive technology integrated with multimedia favors the development of autonomy when school planning respects the singularity of each subject. The investigation highlights that digital accessibility requires teacher training and infrastructure investments to overcome historical exclusion in the school environment. The reflections offered seek to subsidize the construction of democratic educational practices based on the ethics of welcoming and technical equity. The main authors used in this research are Gabriella (2023), Medeiros (2024) and Silva (2025).