ICT’s role in supporting students with SEND: insights from primary mainstream classrooms in England

ÇİFTÇİ A.

European Journal of Special Needs Education, 2024 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/08856257.2024.2437903
  • Dergi Adı: European Journal of Special Needs Education
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, FRANCIS, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), Index Islamicus, Linguistics & Language Behavior Abstracts, Psycinfo
  • Anahtar Kelimeler: affordances, educational technology, Inclusive education, self-regulation
  • Akdeniz Üniversitesi Adresli: Evet

Özet

This study critically examines the use of Information and Communication Technology (ICT) in supporting the education of students with Special Educational Needs and Disabilities (SEND) in primary settings, with a focus on its pedagogical implications. Acknowledging the evolving nature of technology, this research highlights its dual potential to enhance and challenge inclusive educational practices. Using a qualitative research design, semi-structured interviews were conducted with 12 practitioners, including seven teachers and five Special Educational Needs Coordinators (SENCOs) from primary schools in Greater London, UK. Reflexive thematic analysis revealed that while ICT is valued for its engaging, gamified, and interactive features, its integration is hindered by insufficient guidance, infrastructure limitations, and financial constraints. Additionally, emotional affordances and gamification were identified as key drivers of student motivation, though concerns were raised regarding over-reliance and distraction. The findings emphasise the need to align ICT affordances with pedagogical strategies to foster self-regulation and responsible digital engagement, thereby contributing to inclusive and effective learning environments. This study underscores the importance of reflective pedagogical approaches and resource allocation to ensure equitable and impactful ICT integration in SEND education.