Resumo

VIDAL-ESTEVE, M. Isabel; GONZALEZ, Miriam González; GANETE, Ana Parada  e  MARIN-SUELVES, Diana. Institutional supply of digital didactic resources for inclusion in secondary school: A comparative analysis in Spain. Rev. Port. de Educação [online]. 2025, vol.38, n.1, e25004.  Epub 01-Ago-2025. ISSN 0871-9187.  https://doi.org/10.21814/rpe.36517.

Nowadays, both in society and in schools, the principle of inclusion prevails, based on the fact that everyone has the right to be, participate and learn in ordinary contexts. One of the fundamental elements in the design of teaching and learning processes are the didactic resources selected or created by teachers for their use, both inside and outside schools. From this perspective, this research has analysed the institutional offer of digital teaching resources for the attention to diversity at the Compulsory Secondary Education stage in three autonomous communities of Spain: the Valencian Community, Galicia and the Canary Islands. The results of Study I of the project entitled Digital teaching materials in compulsory secondary education: analysis and proposals for school and socio-family use (PID2022-1373660B-100) show the dispersion in what is understood by inclusion, i.e., the lack of consistency in the concept. It is also evident that the development of materials, on too many occasions, takes place from an approach focused on the deficit and with little depth in proposals designed from the UDL, and for a cross-cutting application. Therefore, it is concluded that it is essential to deepen teacher training to make inclusion possible and a series of recommendations are offered for the selection, use and creation of digital resources for students in the Compulsory Secondary Education stage.

Palavras-chave : Digital Teaching Materials; Inclusion in education; institutional offer; Secondary education; Spain..

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