DIGITAL TECHNOLOGIES AND ACCESSIBILITY: EXPANDING LEARNING POSSIBILITIES

Abstract

This study aims to analyze the contributions of digital technologies to the promotion of educational accessibility and to the expansion of learning possibilities in the context of inclusive schools. This is a qualitative study, developed through a bibliographic review based on national and international scientific publications, as well as official documents related to inclusive education, digital technologies, and Universal Design for Learning. The literature analysis shows that the planned use of digital technologies favors the personalization of learning, strengthens student protagonism, expands communication, promotes greater autonomy, and reduces pedagogical barriers, enabling different forms of access to content and demonstration of learning. The studies also demonstrate that the integration of digital technologies, active methodologies, and accessibility favors more democratic and equitable educational environments, aligned with the principles of inclusive education. However, challenges remain regarding teacher training, the technological infrastructure of institutions, connectivity, pedagogical planning, and the critical use of digital resources. It is concluded that digital technologies are fundamental tools for expanding learning possibilities, provided that they are used intentionally, accessibly, and in articulation with students’ needs, contributing to the construction of an education committed to equity, participation, and the integral development of all individuals.