The work brings together theoretical reflections and practical experiences that highlight the potential of digital technologies as mediators of inclusive pedagogical processes. The collection addresses different educational contexts and audiences within Special Education, discussing resources, strategies, and practices that promote accessibility, participation, and learning for all students. Grounded in theoretical frameworks such as Vygotsky, Paulo Freire, Sebastián-Heredero, and Universal Design for Learning, the book emphasizes the role of teacher mediation and the intentional use of technologies in the construction of more equitable, democratic, and innovative educational environments. It is intended for teachers, researchers, and education professionals interested in strengthening inclusive practices aligned with the contemporary challenges of schooling.