Inclusive educational practices mediated by ICT

Abstract

Inclusive education presupposes a democratic school, where everyone has the right to access and stay in school, respecting diversity. Realizing, rethinking and addressing the differences of each child has now been facilitated by the relentless and recurrent development of more and more technologies. The use of ICT offers broad access possibilities for those who are on the margins of the educational process and can be configured as an added value in inclusive classrooms. In order to contribute to the production of knowledge about this theme, this article aims to synthesize the knowledge produced in the scientific literature on the use of ICT in inclusive education. It is an integrative review of the literature in order to answer the question: What is the current scenario on the use of ICT in Inclusive Education? For this purpose, a search of the Scopus, ERIC and Web of Science databases was carried out in November 2018, which indicated 16 articles as a final result, after crossing the keywords “ICT” and “Inclusive education”. The results of the use of ICT have pointed to the promotion of school and digital inclusion in people with special educational needs and Muslim adolescents as well as a growing number of studies aiming the use of ICT in Inclusive Education.