Context and relevance. This analytical review addresses the issue of digital inclusion for children with intellectual disabilities. The ongoing global digitalization process creates new educational and social opportunities while also exacerbating digital inequality. The relevance of this study is determined by the necessity of analyzing strategies for digital integration of this group of children, considering both the opportunities and risks associated with the digital environment. Objective. The study aims to systematize current data on digital inclusion, focusing on barriers to inclusive education, the use of augmentative and alternative communication tools, and the impact of digital technologies on the socialization of children with intellectual developmental disorders. Hypothesis. The digital environment can facilitate the socialization and learning of children with intellectual disabilities, provided that content and tools are adapted to their cognitive abilities. Methods and materials. The research is based on the analysis of scientific publications (2021—2024) on digital 38 accessibility, legal regulation of inclusive education, and the application of modern technologies in learning and social adaptation. The study employs methods of systematization, comparative analysis, and synthesis. Results. The findings highlight the need to adhere to accessibility standards in the development of digital educational platforms and to foster an interdisciplinary approach that integrates pedagogical, technical, psychological, and legal aspects. Augmentative and alternative communication, universal design for learning, virtual reality, and telemedicine solutions hold potential in education and rehabilitation. However, challenges remain, including difficulties in processing multimodal content, information overload, and insufficient adaptation of digital platforms. Conclusions. Effective digital inclusion requires a comprehensive adaptation of educational programs, modernization of digital infrastructure, and the development of specialized competencies among professionals working with children with intellectual disabilities.