O direito internacional e o direito à inclusão digital na educação especial pela perspectiva inclusiva

Abstract

Nowadays, the right to digital inclusion has been established as a fundamental right, even if it is not yet expressly provided for in international relations and internal regulations. The technological contributions are allies of the teacher in Special Education. The present study aims to analyze the International Law focused on the acess to inclusive education, in order to verify how the form of internationalization of norms by Brazilian law should be in the face of the technology and challenges of inclusion, as well as examine the school’s role in teaching students with special needs. The research will use the theoretical method, which consists of consulting books, journal articles, eletronic documents and applicable legislation, while the research method will be the analytical, by bibliographic review. As a result, it was found that the acess to new digital technologies is still a distant reality even with the international treaties, to which Brazil is a signatory and which, in theory, should force the country to promote more accessibility to technology, in a safe and inclusive way. As a result, it was found that the Brazilian State edited regulations on the subject to include these students in the context of new technological advances, however, effective public policies must be created for the real insertion of all students, mainly Special Education’s students, a vulnerable group that suffers from difficulties in concentrating and understanding curricular contents.