A study on digital narratives in inclusive education

This study aims to analyze the innovative and inclusive practices of teachers, their digital skills, mastery of digital technological resources, and knowledge of active methodologies, with a view to developing innovative and inclusive classes in the current context, ensuring meaningful learning. The main references used were Micheletto (2020), Daros (2018), Silva and Viana (2019), who explore the use of technologies in education and their potential as facilitators of student learning in the school environment. The methodology adopted followed a qualitative approach, focusing on the interpretation of teachers' perceptions and experiences about innovative and inclusive educational practices. The research revealed that both schools use innovative pedagogical practices, such as Gamification and Project-Based Learning, to promote digital inclusion and the cognitive development of students with Autism Spectrum Disorders (ASD) and Intellectual Disabilities (ID). Based on the data collected, it was possible to analyze the effectiveness of active methodologies in the comprehensive development of students with specific needs and the importance of continuing education for the meaningful use of Digital Information and Communication Technologies (TDIC).