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ICT in Special Education

The term ‘special educational needs’ covers many kinds of difficulties in learning and has a different meaning to different people in different places. Information and communications technology (ICT) is a range of multiple technologies and a subject of study. (Florian & Hergarty, 2004, p. 1) Information and communication technologies can be very beneficial in special education. ICT can aid in the creation of equality in education because of its diverse contexts and services. (Fahriye & Zehra Altinay, 2015, p. 70) It has been said that "technology is a great equalizer, that for many people with disabilities technology can serve as a kind cognitive prosthesis to overcome or compensate for differences among learners." (Florian & Hergarty, 2004, p. 10) Creating a sense of equality in the classroom leads to an improved classroom culture and greater feelings of self-worth and inclusion for special needs children. Information and communication technology has the ability to cater to each child's individual characteristics and needs, contributing to a more fulfilling learning experience. Technologies designed to assist students are valuable in aiding them with planning, organizing, and completing tasks. As well as providing equal opportunities for special needs students, the assisting technologies help students attain certain abilities and motivate them to be more engaged in the classroom. (Rabah, 2015, p. 28) For example, a student with a visual impairment can benefit from ICT by having the capability to create larger text sizes, different colours of text, or receiving audio aids. (Florian & Hergarty, 2004, p. 2) There are also many programs designed to adapt to each student's capabilities, level of knowledge, and interests. On programs such as Mathletics, students can all participate on the same program and complete activities in the same subject area, but be at personalized difficulties. Programs such as this promote equality by allowing the students to work on the same website without clearly pointing out that one student is completing activities that are a few grade levels behind the rest of the class. According to Florian and Hergarty (2004), "technology can help create the conditions for equal opportunity to learn and equal access to the curriculum for all.” (p. 10)

<ref>Aksal, Fahriye Altinay; Gazi, Zehra Altinay (2015-07). "Examination on ICT integration into special education schools for developing countries". Turkish Online Journal of Educational Technology - TOJET. 14 (3): 70–72. ISSN 1303-6521. Retrieved 2016-02-24. {{cite journal}}: Check date values in: |date= (help) <ref>Lani, Florian; John, Hegarty (2004-03-01). Ict and special educational needs: a tool for inclusion. McGraw-Hill Education (UK). ISBN 978-0-335-21195-1. <ref>Rabah, Jihan (2015-04). "Benefits and challenges of information and communication technologies (ICT) integration in Québec English schools". Turkish Online Journal of Educational Technology - TOJET. 14 (2): 24–31. ISSN 1303-6521. Retrieved 2016-02-24. {{cite journal}}: Check date values in: |date= (help)