INCLUSIVE EDUCATION IN THE DIGITAL AGE: IS THE SCHOOL READY TO REDEFINE AN INCLUSIVE MODEL THAT LEAVES NO ONE BEHIND?

Abstract

Currently, inclusive education faces new challenges that the digital era has brought with it, which have generated not only difficulties but also a new range of opportunities that require a redefinition of the so-called traditional pedagogical models. The purpose of this article is to make a critical analysis of whether educational institutions are prepared to implement an inclusive educational model that guarantees the full participation of all students who present some condition or barrier to learning and participation, without exclusions. By means of an essay, it will be possible to reflect on those difficulties present in contemporary educational practices and what today's society demands of us, that is, a digitalized society, as well as to explore those strategies necessary to promote inclusion in school environments. This article concludes by analyzing that although there are important and significant advances in terms of technology, educational policies for the benefit of these students, among others, there are still many cultural, social and structural barriers that limit inclusion. For this reason, a framework for action is proposed that integrates different digital tools, teacher training and the implementation of public policies that result in the commitment to build a truly inclusive school.