Intellectual disability, accessibility, inclusion, job market, technologies, and digital humanities.
Schools still face challenges in promoting adequate stimuli for the development of the unique skills and talents of individuals with intellectual disabilities. The limited use of information and communication technologies in the daily lives of these young adults and adults, for example, is a constraining factor in their integration into the job market. This becomes even more challenging when considering the social vulnerability and deficiencies experienced by these individuals and their families. Often, the sole family income comes from the Continuous Cash Benefit (BPC) for individuals with intellectual disabilities, leading them to exceed in caregiving responsibilities, depriving these individuals of their autonomy. Society imposes barriers through prejudice, discrimination, and a lack of information about disabilities, leaving them on the margins of social relationships and denying their collaborative capacities. These paradigms persist in the collective consciousness, hindering inclusion and rendering individuals with intellectual disabilities invisible. The project aims to narrate the experiences of these individuals in the school environment, shedding light on the promotion of change with great sensitivity and empathy. It serves as a research source for scholars in the field, providing relevant data and the possibility of future and novel studies that challenge and explore unaddressed issues and hypotheses arising from this perspective (a ser revisado na versão final).