The Use of Digital Technologies To Support Children and Adolescents With Intellectual Disabilities In Participation and School Learning Activities.

In agreement with the American Association on Intellectual and Developmental Disabilities' concept of intellectual disability, which emphasizes significant lim-itations in both intellectual functioning and adaptive behavior and expresses them in conceptual, social, and practical adaptive skills, we propose in this pa-per to discuss the support needs of children and adolescents with intellectual disabilities and the digital technologies that could support them in school partic-ipation and learning activities. To this end, we carried out a case study whose data analysis and discussion were based essentially on data collected through the version adapted for Brazilian culture of the Intensity of Support Scale for children and adolescents with Intellectual Disabilities, which was applied to 801 individuals, more specifically on data referring to four adaptive skills related to the use of digital technologies. The results show that many teachers face diffi-culties in integrating these technologies due to a lack of adequate training and technical support. It is, therefore, essential to educate teachers to integrate these digital devices and technologies as allies in the teaching and learning of concep-tual, social, and/or practical adaptive skills.