Systematic education is an exchange and therefore needs both the teacher and the student. Invest in the preparation of teacher training, and should therefore be aimed at serving a heterogeneous classroom, especially the Pedagogue who will work with the Special Education modality. Among the types of students with disabilities, the target audience of Special Education, Down Syndrome, which is part of the Intellectual Disability group, caught our attention because it is little discussed, and requires specific skills from the teacher for actions aimed at to the school inclusion of this public, for this didactic actions carried out by teachers of initial training courses can be important to have differentiated future teachers. The study/product aims to produce a digital guide as a didactic proposal for a Special/Inclusive Education curricular activity, to create an inclusive app that enhances the Functional Triad of Learning for the Down Syndrome public. The product is a digital guide called Guidance guide Somia21: What do you need to know to develop an application that enhances the Learning Functional Triad of students with Down Syndrome?. The product brings concepts about Down Syndrome, barriers faced by this audience, concepts about the Functional Triad of Learning, tips for the development of inclusive applications and avatars, in addition to presenting an example of an application (by-product) and a identification of the Learning Functional Triad that can be used in situations of use of a thematic educational game using an app with students with Down Syndrome. The theory was based on the debate on the Functional Triad of Learning (FONSECA, 2014; MAIA, 2011) and the use of inclusive digital technologies (SALTON; AGNOL; TURCATTI, 2017; CNE/CEB, 2009) for the Down Syndrome (DSM) public -5, 2014). As a way of achieving the objectives, the methodology chosen was qualitative and applied research. The semi-structured questionnaire and systematic and unsystematic observation were used as a technique and the form in Google Forms, the registration form and application, evaluation and validation notes of the Guide were used as instruments. The subjects of the research were students with Down Syndrome in the 6th year of Elementary School and teachers of the curricular activity Special/Inclusive Education of Higher Education. The results show that participants with Down Syndrome were able to enhance the Functional Triad of Learning from the educational game in app format and the teachers of the Special/Inclusive Education curricular activity considered the Guide a great tool that serves teachers and future teachers to learn to develop an inclusive app with potential for the Functional Triad of Learning for the Down Syndrome public. It is concluded that the digital guide proved to be relevant for use by teachers in the classroom, thus enhancing the initial training of undergraduate students, in particular, of Pedagogy in inclusive practice.
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