DIGITAL CURRICULUM AND SCHOOL INCLUSION: TEACHER MEDIATION, ACCESSIBILITY AND EDUCATIONAL JUSTICE IN CONTEMPORARY CULTURE

Abstract

This article analyzes the relationships among school curriculum, digital technologies, and inclusive education, focusing on the conditions required for access to technological resources to result in participation and learning. The qualitative, bibliographic, and documentary study draws on three publications from 2026 that discuss, from complementary perspectives, educational media, teaching practice, and curricular challenges associated with the schooling of special education students in mainstream classes. The interpretive analysis was organized into four categories: the curricular dimension of technology; teacher mediation and education; accessibility, diversity, and assessment; and institutional conditions of digitalization. The findings indicate that digital resources gain educational relevance when articulated with formative objectives, diverse languages, process-oriented assessment, and concrete conditions of use. They also show that limited connectivity, insufficient equipment, discontinuous teacher education, and accessibility barriers may deepen existing inequalities. In inclusive education, the studies converge on the need to move beyond occasional adaptations and incorporate diversity into curricular planning. The study concludes that digital innovation can foster inclusive processes when it integrates teacher mediation, accessibility, equity, and institutional responsibility, shifting the focus from the tool itself to the quality of the educational experience.