Digital inclusion and neurodiversity: Accessible and free tools for strengthening learning in students wit
DOI:
https://doi.org/10.5281/zenodo.18446338Keywords:
Digital inclusion, ADHD, Dyslexia, UDL, Access tools, Neurodiversity.Abstract
The digital divide manifests not only in access to devices but also in the ability of interfaces to adapt to neurodiversity. This article analyzes the impact of free and open-
source digital tools on the educational inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) and Dyslexia. The theoretical framework is based on Universal Design for Learning (UDL) and neuroeducation. Through a technical review, resources for speech synthesis, visual organizers, and assisted reading extensions that mitigate learning barriers are explored. The results suggest that the strategic use of these technologies reduces cognitive load and increases student autonomy. It is concluded that effective digital inclusion requires teacher training that prioritizes accessibility as a fundamental right, allowing technology to act as an equalizer of opportunities.
References
Anijovich, R., & Cappelletti, G. (2020). La evaluación como oportunidad. Paidós.
Barkley, R. A. (1997). ADHD and the Nature of Self-Control. Guilford Press.
Boff, L. (2002). El cuidado esencial: Ética de lo humano. Trotta.
CAST. (2018). Universal Design for Learning Guidelines version 2.2.
Castells, M. (2001). La galaxia Internet. Areté.
Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Hattie, J. (2012). Visible Learning for Teachers. Routledge.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST.
Ministerio de Educación. (2023). Guía de adaptaciones curriculares para la inclusión.
Noddings, N. (2005). The Challenge to Care in Schools. Teachers College Press.
Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu.
Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age. ASCD.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation. American Psychologist.
Shaywitz, S. E. (2003). Overcoming Dyslexia. Alfred A. Knopf.
Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (Specific Reading Disability). Biological Psychiatry.
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age.
Sweller, J. (1988). Cognitive load during problem solving. Cognitive Science.
UNESCO. (2021). Reimaginar nuestros futuros juntos: Un nuevo contrato social para la educación.
Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
Zichermann, G., & Cunningham, C. (2011). Gamification by design. O'Reilly Media.
Published
Issue
Section
License
Copyright (c) 2026 Barbara Lourdes Villegas Anchundia (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Los autores/as que publiquen en la Revista Educare Ciudad de Jerusalén aceptan los siguientes términos:
Los autores/as conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo.
Las obras se publican bajo una licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0), la cual permite a terceros compartir, copiar, distribuir y transmitir el material en cualquier medio o formato, así como adaptar o transformar el contenido, siempre y cuando se reconozca adecuadamente la autoría original y la publicación inicial en esta revista, y no se utilice con fines comerciales.
