ABSTRACT
ICTs are a key factor in the normalization of the socio-educational conditions experienced by students with special needs. Thus, adequate training of education professionals and the design of more accessible materials will be essential if these changes are to produce the maximum possible development of the potential of each of the students that make up the diversity of the classroom. Inclusive education requires teachers to assume responsibility for the transformation of organizational, curricular, and personal elements so that all students feel valued. This transformation also implies the involvement of the entire educational community to ensure that the principles of equality, equity, and social justice are upheld for all students. As a response to the diversity of people with disabilities, there is an increasing presence of software, applications, and computer material that is useful for the areas in which they present the greatest difficulties such as social skills, communication, imagination, and recognition of emotions.
