Inclusive education and digital accessibility in basic education

Abstract

Inclusive education and digital accessibility constitute fundamental elements for guaranteeing the right to equitable education in basic education. However, various structural, pedagogical, and technological barriers still persist, hindering the full participation of students, especially those with disabilities or in situations of social or educational vulnerability. In this context, the objective of the present study was to analyze the influence of inclusive education and digital accessibility on students’ participation and learning in basic education. The study was conducted using a qualitative descriptive–analytical approach, based on a literature review of scientific sources obtained from the databases Scopus, Google Scholar, and SciELO related to inclusive education and digital accessibility. The selected information was organized into three analytical categories: educational barriers, digital platforms, and inclusive strategies, which allowed the systematization and analysis of the main findings reported in the literature. The results indicate that attitudinal barriers, such as stigmatization and low teacher expectations, continue to limit inclusive processes, whereas technological barriers are associated with insufficient connectivity, lack of technological devices, and limited teacher training in digital accessibility. In the pedagogical domain, difficulties related to rigid curricula, traditional methodologies, and limitations in adapting educational materials are also evident. Likewise, various technological platforms and resources that contribute to inclusion were identified, such as Moodle, Google Classroom, Immersive Reader, Squirrel AI, and different assistive technologies, which facilitate access to learning for students with diverse educational needs. It is concluded that, although theoretical and technological advances aimed at inclusive education exist, their effectiveness depends on overcoming structural gaps, strengthening teacher training, and implementing educational policies that promote digital accessibility, to consolidate truly inclusive, equitable, and accessible educational environments.