DIGITAL TECHNOLOGIES AND PEDAGOGICAL MEDIATION IN INCLUSIVE EDUCATION: POSSIBILITIES FOR STUDENTS WITH DOWN SYNDROME

Abstract

The expansion of inclusive education policies has intensified the debate on pedagogical strategies capable of promoting the effective participation of students with disabilities in educational systems. In this context, Digital Information and Communication Technologies (DICTs) have assumed an important role as tools for pedagogical mediation and access to knowledge. This chapter analyzes the potential of DICTs, particularly educational software, in the learning process of students with Down syndrome. Grounded in references from inclusive education and sociocultural learning theory, the study presents an analysis of academic research that investigates the use of digital resources as pedagogical mediators in the school context. The results indicate that the use of educational technologies can foster cognitive development, increase student engagement, and contribute to more inclusive pedagogical practices. At the same time, they highlight the need for teacher training, methodological adaptation, and the implementation of public policies that ensure the effective and qualified use of these technologies in educational environments.