TEACHER TRAINING AND DIGITAL CULTURE: TRAINING TEACHERS IN THE USE OF EDUCATIONAL RESOURCES FOR SPECIALIZED EDUCATIONAL SERVICES

Abstract

The use of digital educational resources for Specialized Educational Services (SEAs) has been an important tool in inclusive education, and knowing how to use them is essential. Thus, the objective of this study is to analyze how teacher training can contribute to the effective application of digital tools in the context of SEAs, promoting the inclusion and full development of students with special educational needs. The justification lies in the growing demand for inclusive and accessible education, which requires teachers not only technical knowledge about digital tools, but also skills to adapt them to the needs of students with disabilities, ensuring that everyone has equitable learning opportunities. The practice of digital content curation, discussed by Bassani and Magnus (2021), as well as pedagogical mediation addressed by Oliveira and Silva (2022) and Castro et al. (2022), are essential to build adapted teaching, in which students participate actively and in a personalized way. The methodology adopted was a bibliographic review, based on the contributions of Bassani and Magnus (2021), Castro, Mill and Costa (2022), Moran (2012) and Oliveira and Silva (2022), providing foundations on pedagogical mediation, digital culture and inclusive teacher training. The results include the identification of training strategies that enable teachers to apply digital technologies in a contextualized and inclusive way, favoring engagement and the development of autonomy in students with disabilities. This study reinforces the importance of educational policies that support continuing education, promoting an accessible and inclusive learning environment for all students.