Categorial Dimensions of Information and Communication Technologies in the Education of Children and Students with Special Educational Needs

Mira Tzvetkova-Arsova,                            

Danka Shtereva,

Slavina Lozanova,

Margarita Tomova

Sofia University „St. Kliment Ohridski“

https://doi.org/10.53656/ped2025-8.01

Abstract. This article seeks to clarify the insights gathered from existing literature regarding the role of information and communication technologies (ICT) in the education and development of children and students with special educational needs. The information is organized into categories based on educational objectives, therapeutic aims, specific needs, and the context of application, among other factors. The text does not aim for completeness due to the interdisciplinary nature of ICT, which is frequently examined across various scientific fields, as well as the rapid advancements in technology. Thus, the perspective presented in this article is informed by the established terminology within educational sciences and practical experiences, aiming to elucidate the connections between ICT, special pedagogy, and inclusive education. The analysis of different categories of ICT places particular emphasis on „assistive technologies,“ highlighting tools and resources that are highly effective in training and remedial educational activities.

Keywords: special educational needs; information and communication technologies; assistive technologies; artificial intelligence

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