DIGITAL GAMES AS ASSISTIVE TECHNOLOGIES IN BASIC EDUCATION: CONTRIBUTIONS OF UNIVERSAL DESIGN FOR LEARNING (UDL) TO THE INCLUSION OF STUDENTS WITH DISABILITIES

Abstract

With the advancement of technologies applied to education, several theories and practices have been developed to promote the school inclusion of students with disabilities. Among these initiatives, the use of digital games as assistive technology aligned with Universal Design for Learning (UDL) stands out, gaining increasing attention in the field of inclusive education. In this sense, the present study aimed to analyze the use of digital games as assistive technologies in basic education and the contributions of Universal Design for Learning (UDL) to the inclusion of students with disabilities in basic education. Specific objectives include: identifying the strategies of Universal Design for Learning (UDL) that contribute to inclusion; analyzing how digital games contribute as assistive technologies in the learning process of students with disabilities; and understanding the perceptions and teaching practices related to inclusive pedagogical resources in Basic Education. Thus, this study used a literature review as its methodology, conducting a theoretical discussion based on published scientific works that address the themes in question. Based on the literature, it was found that, although these approaches have distinct characteristics, they share similarities in their objectives, essentially directed towards promoting educational inclusion. Therefore, the results indicate that the articulation between these strategies enhances their effectiveness, contributing significantly to the inclusion process of students with disabilities.