DISTANCE LEARNING AND EDUCATIONAL INCLUSION

Distance learning has emerged as a relevant educational alternative, especially in contexts of inclusion. This research analyzes the challenges and possibilities of distance learning in promoting the inclusion of students with disabilities, highlighting the barriers faced and the strategies adopted. The literature shows that, although distance learning offers flexibility and a wide reach, there are still difficulties linked to digital accessibility, infrastructure and teacher training. The lack of resources such as subtitles, audio descriptions and adaptive interfaces limits the participation of these students. Inequality in access to the internet and devices accentuates the digital divide in peripheral regions and low-income populations. Strategies such as Universal Design for Learning (UDL) have the potential to make education more inclusive by offering different forms of representation, expression and engagement. The conclusion is that, for real inclusion, it is necessary to invest in public policies, digital accessibility, teacher training and curriculum adaptation.

Autorentext

Enelício Gonçalves Lucas is a PhD candidate in Education Sciences at the Inter-American Social Sciences Faculty (FICS) in Asunción, Paraguay. Based in Brazil, he researches teacher training, public policies and educational inclusion. His work combines international experience and training, contributing to Brazilian education.