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The use of Technologies for Learning and Knowledge (TLK) in the education of children with Special Educational Needs (SEN) has gained relevance as a means to facilitate educational inclusion. However, challenges persist in their effective integration into learning environments. This study aims to develop a robust proposal that integrates TLK within differentiated care plans, designed to strengthen the inclusion of students with SEN. A quantitative, non-experimental, cross-sectional methodology was used, analyzing a sample of 150 students and 30 teachers through structured questionnaires. The research revealed that both students and teachers perceive TLK positively, noting improvements in participation and learning. However, significant implementation challenges were identified, highlighting the need to improve teacher training and the development of adaptive resources. The results showed a positive correlation between frequent use of TLK and improved learning, suggesting that more intensive use could be associated with better educational outcomes. It is concluded that TLK are crucial for inclusive education, but it is essential for educational institutions to implement effective policies for teacher training and the development of resources that facilitate their effective integration into pedagogical practices. This study underlines the importance of TLK in improving inclusion and academic success of students with SEN.
Rodríguez et al. (Tue,) studied this question.