KNOWLEDGE OF TEACHERS IN THE USE OF TECHNOLOGIES IN INCLUSIVE EDUCATION

Abstract

Abstract: This research aims to reflect on teachers' knowledge in the use of technology in inclusive education, a necessary consideration to comprehend the current society. Through a literature review, concepts and definitions of cyberculture and inclusion through digital culture are presented, where accessibility becomes indispensable, promoting equitable interaction between individuals with disabilities and knowledge. The rationale for this approach lies in the importance of understanding the impact of cyberculture in education, ensuring accessibility and inclusion in accordance with legal standards, with the purpose of fostering an egalitarian and enriching educational environment for all involved. The research employs an exploratory approach, utilizing a questionnaire with open and closed-ended questions, involving students from the Professional Master's Program in Inclusive Education. The objective is to understand teachers' expertise in using technology in inclusive education. The results reveal that the majority of participants possess strong digital skills, including critical online information selection and digital ethics. The importance of continuous professional development is evident, with teachers actively engaging in training programs. Computer labs and virtual learning environments are identified as supportive resources. The research emphasizes the significance of developing digital knowledge for effective and collaborative inclusion, which is crucial for educators and inclusive education.