Special educators’ work with digital technology before the Gen-AI turn: a scoping review

A scoping review highlighted a gap in research regarding the perspectives of special educators on their use and work with digital technologies in special education practices. While international policies and research have anticipated benefits from educational technologies for students with special needs, the professional viewpoint of the educators implementing these tools has been less explored, particularly in the context preceding the widespread adoption of Generative AI.

Understanding the perspectives of frontline educators is crucial for effective policy development and strategic technology integration in education. This gap in knowledge could lead to misaligned investments and policies if the practical realities and challenges faced by implementers are not considered. It underscores the need for a more holistic approach to technology adoption that includes user experience from the professional viewpoint.

International school policies have consistently promoted a positive relationship between educational technologies and students with special needs.

Forward consideration, not a verified fact.