Application of Digital Technology for Deep Learning in Inclusive Schools

Abstract

Deep learning in inclusive schools demands an approach that able to accommodate the diversity of learners' needs, abilities, and learning styles. This article discusses the application of digital technology based on Universal Design for Learning (UDL) as a strategy to support deep learning in inclusive schools. The method used is a conceptual study with a descriptive analytical approach through literature review, education policies, and technology based inclusive learning implementation practices. The results of the study show that the use of digital technology, such as interactive video, learning management system, text to speech, automatic captioning, and digital portfolio assessment, able to improve accessibility, learning engagement, learning differentiation, and the quality of the deep learning process. In addition, the role of school management, teacher competence, and parental collaboration are key factors for the success of implementation. The conclusion of this article emphasizes that the integration of UDL based digital technology not only supports inclusivity, but also contributes significantly to realizing meaningful, equitable, and sustainable learning in inclusive schools.