The study investigates the use of didactic resources centered on adapted technology to achieve access, learning and participation of student diversity. From the interpretative paradigm of qualitative approach and the multiple case study method with initial diagnosis, theoretical-practical preparation of teachers and final evaluation. Thirty-six Social Studies teachers from 4 units of General Basic Education in Cuenca, Ecuador were studied. Data was collected through participant observation, semi-structured interview, documentary analysis and, as a strategy, triangulation of information, concluding that the use of didactic resources based on ICT as inclusive support was limited, there was a lack of dialectic interrelation between the components of the teaching-learning process and teachers were not motivated or prepared to deal with diversity. Teachers were prepared through theoretical and practical activities inclusive teaching resources. The relevance of the training evaluated through previous techniques and discussion groups showed improvements in the use of technology, characterization of student diversity and barriers, lesson plans, curricular diversification, use of the SAD, multilevel teaching, collaborative work and incorporation of Lesson Study; more prepared teachers, and increased academic performance, quality of learning and student grades. The general conclusion of the study showed that not contemplating didactic resources and ICT is a barrier to learning, which implies rethinking the processes of initial and continuous teacher training.