The study aims to identify whether interactive touchscreen images affect children’s well-being and motivation in the context of inclusive education. It involved 22 students of the inclusive school. The students were in their 1st grade. The average age of the schoolchildren was 7 years. The survey method was the tool that assessed the significance of interactive touchscreen images in inclusive education. The learning course included two phases. Consequently, during the initial stage of the course, students used physical photographs, while in the subsequent phase, they engaged with interactive visuals. This fact suggests that the first phase was a typical activity for students, and the second phase with interactive images was a new and unexplored phenomenon, which drove engagement and interest. In addition, in the first phase, the well-being of schoolchildren was limited by M – 4.25. However, in the second phase of the course, the indicator increased to M − 4.68. Hence, it can be deduced that the incorporation of interactive pictures elevated students’ motivation to learn and fostered effective communication within the group. The practical significance of the article is that this study describes the impact of interactive technologies on the motivation and well-being of students in inclusive school education. Further studies should address this topic in the context of higher education. Additional studies may use a longer time and a larger sample number, as well as take into account the gender of the participants in the experiment.

该研究旨在确定交互式触摸屏图像是否会影响全纳教育背景下儿童的福祉和动机。涉及全纳学校的22名学生。学生们当时正在上一年级。学童的平均年龄为7岁。该调查方法是评估交互式触摸屏图像在全纳教育中的重要性的工具。学习课程分为两个阶段。因此，在课程的初始阶段，学生使用实物照片，而在随后的阶段，他们则使用交互式视觉效果。这一事实表明，第一阶段是学生的典型活动，而带有交互式图像的第二阶段是一种新的、未经探索的现象，它提高了参与度和兴趣。此外，在第一阶段，学童的福祉受到M – 4.25的限制。然而，在课程的第二阶段，该指标上升至M−4.68。因此，可以推断，互动图片的结合提高了学生的学习动机并促进了小组内的有效沟通。文章的现实意义在于，本研究描述了互动技术对全纳学校教育中学生的动机和幸福感的影响。进一步的研究应该在高等教育的背景下解决这个话题。额外的研究可能会使用更长的时间和更大的样本数量，并考虑实验参与者的性别。