Resumen

ESPER, Marcos Venicio; BESSAOUD-ALONSO, Patrícia  y  CASTANHEIRA, Lucila Nascimento. Integral education, information and communication technologies and inclusive education. Constr. psicopedag. [online]. 2022, vol.31, n.32, pp. 79-89. ISSN 1415-6954.  http://dx.doi.org/10.37388/CP2021/v31n3210.

Comprehensive education becomes inclusive because it contributes to the recognition and uniqueness of students with disabilities, their multiple identities and is supported by the construction of the pertinence of the educational project for everyone, in an equitable way. Integral education, from the perspective of inclusive education, must align with the demands of the 21st century, which the focus and training of critical, autonomous and responsible subjects, with themselves and with the world, can have as a great ally the information technologies and Communication. A school committed to equity, inclusion and sustainability is, therefore, a desirable school to deal with the challenges of the current century. Through an exploratory, descriptive and bibliographic qualitative research, the present work allowed us to indicate relevant aspects on the subject. Concerning the use of information and communication technologies in the teaching and learning process of students with disabilities, it is worth mentioning that many schools still have difficulties regarding access and, even with such difficulties, it is asserted that information and communication technologies are tools really important in the teaching-learning process of students with disabilities. The application of information and communication technologies as a tool in the teaching and learning process and in the inclusion of students with disabilities in education networks can captivate students' interest, providing an increase in cooperation, enhancing creativity and access to a variety of pedagogical materials and new study possibilities.

Palabras clave : Integral Education; Special and Inclusive Education; Information and communication technologies.

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