This study presents a pedagogical experience in special education aimed at promoting youth autonomy through the integration of artistic creation and digital mediation. The objective is to analyze this process within the Cesar Sosa Cognitive Framework Series (CS-CFS), which conceptualizes learning as a non-deterministic and emergent cognitive process mediated by symbolic and technological interactions. The methodology is based on a qualitative pedagogical intervention involving adolescents with intellectual disabilities, combining manual artistic production with digitalization processes. Within the CS-CFS perspective, the articulation between tangible and digital dimensions is interpreted as a cognitive integration process. The findings indicate that digital mediation enhances cognitive activation, authorship, and autonomy, particularly when combined with symbolic production such as artistic expression. The hybridization of material and digital processes supports inclusive learning environments by accommodating diverse cognitive profiles. This study contributes to inclusive education by proposing a non-reductionist interpretation of disability and mediated cognition.
V. G. CESAR SOSA (2026) studied this question.