ACCESSIBLE DIGITAL PLATFORMS AND ACADEMIC RETENTION OF STUDENTS WITH DISABILITIES

Abstract

This article aimed to understand the conditions, limitations, and potentialities of accessible digital platforms in fostering the retention of students with disabilities in higher education. The theme addressed the relationship between accessible technological resources and academic equity, considering aspects such as the use of generative artificial intelligence, pedagogical practices, and flexible learning models. The methodology consisted of a qualitative bibliographic research, guided by the analysis of scientific publications from 2024 to 2025, retrieved through Google Scholar and selected based on thematic relevance and timeliness. The results indicated that the adoption of digital assistive technologies contributed to students’ autonomy, especially when aligned with pedagogical practices attentive to functional diversity. However, structural and training-related barriers were identified, such as the lack of integrated institutional policies, the scarcity of accessible materials, and the absence of ongoing teacher training. It was concluded that, although technologies provided relevant support, their effectiveness depended on articulation with educational policies and pedagogical practices committed to inclusion. The study also suggested the need for further research on the long-term impact of such strategies on the academic performance of students with disabilities.