Abstract
The integration of digital technologies into environments where neurodivergent children and adolescents interact represents a significant challenge for contemporary inclusive education. This study analyzes the perception and acceptance of a digital platform designed for neurodivergent children and their caregivers. The analysis is based on the findings of a focus group comprising specialists, caregivers, teachers, and technology professionals. Utilizing a qualitative approach and drawing upon the constructs of the technology acceptance model (TAM), emerging categories were identified related to visual design, cognitive accessibility, the mediating role of adults, content relevance, and resistance to change—which was identified as a barrier to technology adoption. The findings indicate that the acceptance of the platform is associated with the sensory and cognitive accessibility of the design, active mediation by caregivers and professionals, and content personalization. The participants identified two essential conditions for the viability of inclusive technologies among neurodivergent populations. The first condition is user-centered design, and the second condition is co-creation with key stakeholders in the living environment.