TECHNOLOGIES THAT TRANSFORM: THE MAGIC OF INCLUSION

Abstract

The present study investigated how Digital Information and Communication Technologies (DICT) contribute to the promotion of educational inclusion of students with disabilities, addressing the challenges faced in their implementation. The general objective was to analyze the role of DICT in the creation of an inclusive educational environment, focusing on the difficulties and opportunities provided by these technologies in the teaching-learning process. The research adopted a qualitative approach, with bibliographic methodology, based on studies and publications on the use of DICT in inclusive education. The analysis of the sources revealed that, although DICT offers great possibilities for inclusion, such as the personalization of teaching and the accessibility of content, its implementation faces significant challenges, such as inadequate teacher training, the lack of technological infrastructure in schools, and the cultural resistance of educators and managers. The results indicated that, in order for DICT to fulfill its inclusive function, it is necessary to invest in the continuous training of education professionals and in the improvement of the structural conditions of schools. The final considerations highlighted the relevance of these technologies in the transformation of pedagogical practices and highlighted the need for new studies to broaden the understanding of the impacts of DICT on the personal and social development of students with disabilities.