Medios digitales en la formación inicial del profesorado especializado en apoyo educativo: percepciones y desafios inclusivos

The chapter examines the digital competences and perceptions of pre-service special education teachers at the University of Bologna. Based on a survey of 717 participants, the findings reveal a strong recognition of the inclusive potential of digital technologies and the need for their critical integration into teaching practice. Strengths emerge in information management, while programming and ethical-legal aspects remain weaker areas. Technologies are understood not as neutral tools but as pedagogical ecosystems requiring reflective, collaborative, and ethical competences. The study highlights pedagogical intelligence as essential for the equitable integration of generative AI in inclusive education.