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.