The purpose of this paper is to highlight the value of digitally mediated teaching and learning practices in stigmatised schools as schools of particular complexity.

In a neoliberal context, schools have become part of market policies (Wilson & Bridge, 2019), and thus the conquest of new strategies to improve student performance determines their survival (Ball, 2012). In this framework, schools with "special difficulty" lose visibility to certain population groups, partly as a result of negative media representations (Vigo & Dieste, 2017) and by the force of anything that becomes "normal." In these schools a population in a situation of social, cultural, economic or geographical disadvantage is concentrated, to which the consequences of the digital divide are added. The position of "special difficulty" school thus represents exclusion within inclusion in the Spanish educational system. Policies that reinforce the existence of these schools do not prevent the reproduction of inequalities (Beach et al., 2013).

In these schools, complex realities converge, which drive the teaching staff to develop creative teaching practices in order to respond to their socio-educational needs (Vigo & Soriano, 2014). They are practices based on relevance and connection with the possibilities of their context and with the experiences of people in their community (Beach & Dovemark, 2007; Vigo, 2021). Pactices that succeed in opening up spaces for educational innovation from an inclusive perspective within the school institution (Craft, 2014; Vigo & Soriano, 2014).

At the same time, international and national documents (e.g. UNESCO, 2019)  highlight the role that Information and Communication Technologies (ICT) occupy and should occupy in the personal, social, and educational field. Research questions the potential of ICT itself (Schnaider & Gu, 2022) and even raises that they can be an obstacle to social transformation processes when the complexity of the educational reality (Sancho-Gil et al., 2020) and the needs of the school community (Grimaldi & Ball, 2019; Sancho, 2008) are ignored in their use. Thus, the transformative potential of digital media would depend on the teacher's ability to connect the practices they develop in the classroom with the needs, life, and experiences of their students while generating new ways of being and working with digital media (del Moral et al., 2013; Susinos et al., 2019). This should involve taking into account the voice of the students when deciding what and how to learn (Messiou et al., 2020), especially in disadvantaged environments where students have a greater dependence on the school to access these media (Morales, 2017).

Given the above, studies have analysed what happens in the "special difficulty" schools with digital media, focusing on the consequences of the digital divide (e.g. Correa and De Pablos, 2009). In this context, there is interest and need to know how digital media is used in special difficulty schools to allow students' lives and voices into the school. This research aims to explore the use of digital media by teaching staff in disadvantaged schools. The s research questions are:

- When teachers in special education schools use digital media in their classroom practices, do they consider the voice and life of their students?

- What practices does the teacher develop using digital media that take into account the voice and life of their students?

The objective of the research is twofold. First, it aims to find out if teachers in  special dificulty schools incorporate the voice and life of their students when using digital media in their classroom practices. On the other hand, the study aims to explore how teachers in special education schools incorporate the voice and life of their students when using digital media in the classroom.

This communication is linked to the national research project I+D+i. Challenging Stigma. Creative and Inclusive Discourses and Practices with Digital Media in 'Special Complexity' Schools (DesEi) (PID2020-112880RB-I00), developed in Spain. The study presented here focuses on the data obtained from the participating teachers in the region of Aragon. Methodologically, the study is based on a mixed approach that has used a questionnaire and focus groups to collect data. The questionnaire was developed specifically within the framework of the mentioned research project and administered to teachers in schools online through Google Forms. The questionnaire is organized in a series of blocks that combine both closed questions and Likert-type rating scales. The questionnaire was descriptively treated, allowing information to be obtained about the schools (location; type of school, size, and available digital media), the teachers (sociodemographic data, training related to digital media, and its use in educational institutions), and the practices they develop using them. In addition to the questionnaire, focus groups were carried out to delve into the data provided in the questionnaire about the practices they carry out in the classroom with digital media. The type of sampling carried out was non-probabilistic intentional, that is, the schools participating in the study were selected because they meet a criterion of interest for the research. This criterion is to be special education schools according to the educational policy of the mentioned region. Of the total of special education schools in Aragon (n = 80), 27 schools have decided to participate so far. Of these, 50 members of the teaching staff from different schools have answered the questionnaire. The sample consists of 36 people who identify as female, 13 as male, and 1 who preferred not to answer this question. The average age of the participants is 42 years

The results show that the teaching staff in special needs schools in the region of Aragón (Spain) carry out practices that are mediated by the use of technology and that take into account the voice and life of students for educational purposes. More specifically, when working with digital media in the classroom, the teaching staff favours the presence of the students' voice and life in the school through their participation in the educational proposals that are developed, also facilitating that digital media is an educational tool that connects students' interests with the curriculum. In this sense, digital media is a tool through which students investigate, explore, and research topics of interest, which sometimes become integrated into the school curriculum, favouring that the learning generated is meaningful practices for the students. However, although most teachers claim to promote students' investigation and exploration of topics that they themselves propose, it is the teacher who has the greatest decision-making power over what is done in the classroom, without proposing options where students can freely decide what to do. Similarly, students do not participate in the evaluation process when educational technology is used in the classroom. The communication concludes with the formulation of tensions and contradictions from a pedagogical point of view in relation to the use of digital media in these schools.

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