Technological Tools for Elementary School Children with Intellectual Disabilities That Cause Learning Difficulties. Los Olivos, 2025

This research addresses the issue of accessibility and adaptation of technological tools and their impact on learning difficulties among primary school children with intellectual disabilities, aligning with SDG 4 “Ensure inclusive, equitable and quality education.” The aim was to explain the relationship between these tools and cognitive barriers in students from Los Olivos, 2025. Universal Design for Learning and Socio‑Constructivist theories were reviewed. The study was applied, non‑experimental, correlational, cross‑sectional, and descriptive; the sample comprised 52 subjects and a validated questionnaire was used (α = 0.944). Descriptive results showed that 1.9 % of respondents disagreed, 13.5 % neither agree nor disagree, 17.3 % agreed, and 15.4 % strongly agreed with the use of adapted technologies. Inferentially, Spearman’s rho was ρ = 0.652 (p = 0.000 < 0.05), demonstrating a moderate positive correlation. It is concluded that greater accessibility and pedagogical adaptation reduce cognitive barriers and enhance educational impact, guiding teacher training, inclusive interface design, and the development of inclusive school‑equipment policies.