The objective is to analyze the importance of the role of the teacher in the inclusion of children with disabilities and the need for their emancipation, to overcome accessibility gaps with more effective assistance to avoid educational segregation and achieve equitable and inclusive educational environments. An emancipated teacher is one who has control over the various pedagogical and technological resources, is capable of producing values and knowledge that go beyond the simple transmission of knowledge, producing realities, new contexts and conditions of learning and human development, today, facilitated and empowered with digital technologies, in conditions of justice and equality. The methodology corresponds to the qualitative narrative systematic review, for which the document analysis technique was used. There is a clear diagnosis of the need for teacher training to respond to the demands for inclusion, in a context of omnipresence of the digital environment. Therefore, the permanent challenge is to assume learning about various technologies for inclusive education, through self-training and collaborative training among peers. We have to place students at the center of educational models and promote accessibility with various applications and technological resources. We suggest a set of applications for people with learning, hearing, vision and mobility problems, most of them available in Portuguese. Having assistive technology available can make the difference between participation and marginalization for students with diverse educational needs.

Keywords: Disabilities; Inclusion; Digital Technologies; Emancipation; Applications