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This article examines the use of augmented reality in teaching digital literacy to primary school students with special educational needs. The study also explored the main challenges in teaching digital literacy to participants, such as the lack of personalized learning opportunities and limited accessibility. To address this issue, we used an augmented reality mobile application for continuous communication and interaction with students and teachers to improve access to educational materials. To this end, an experiment was conducted with participants using an augmented reality mobile application to evaluate its impact on learning. The participants were 20 students; 10 were in a control group, and 10 were in an experimental group. We also included 5 digital literacy teachers and five parents in the data collection. The results showed the positive effects of augmented reality on achievement. We conclude that augmented reality technologies can create unique interactive learning environments that enrich the learning process and provide immediate feedback, essential for students with special needs. The article offers examples of how augmented reality can enhance students’ learning with hearing and motor disabilities. In addition, we provide recommendations for integrating augmented reality into educational programs and suggestions for improving educational practices with augmented reality technologies

This study presents a novel approach to inclusive education by integrating augmented reality (XR) and generative artificial intelligence (AI) technologies into an immersive and adaptive learning platform designed for students with special educational needs. Building upon existing solutions, the approach uniquely combines XR and generative AI to facilitate personalized, accessible, and interactive learning experiences tailored to individual requirements. The framework incorporates an intuitive Unity XR-based interface alongside a generative AI module to enable near real-time customization of content and interactions. Additionally, the study examines related generative AI initiatives that promote inclusion through enhanced communication tools, educational support, and customizable assistive technologies. The motivation for this study arises from the pressing need to address the limitations of traditional educational methods, which often fail to meet the diverse needs of learners with special educational requirements. The integration of XR and generative AI offers transformative potential by creating adaptive, immersive, and inclusive learning environments. This approach ensures real-time adaptability to individual progress and accessibility, addressing critical barriers such as static content and lack of inclusivity in existing systems. The research outlines a pathway toward more inclusive and equitable education, significantly enhancing opportunities for learners with diverse needs and contributing to broader social integration and equity in education.

Children with speech and language difficulties often face significant challenges in expressing their needs, emotions, and thoughts, which can lead to frustration, social isolation, and hindered participation in educational and social activities. Addressing this issue, we present a customizable communication board designed to facilitate effective and autonomous communication for these children. Unlike traditional solutions, this application offers a culturally adaptive and user-centered approach, enabling the inclusion of personalized pictograms, such as representations of familiar objects, to create a more relatable and engaging gamified experience. The platform “PictoAndes” leverages modern technology and gamification principles to transform therapy into an interactive and motivating process. By integrating pictograms that resonate with users’ unique contexts, the board enhances communication, strengthens emotional connections, and fosters a sense of belonging. Built on agile methodologies, the application provides a dynamic solution that adapts to individual needs and evolving challenges, ensuring accessibility and inclusivity. The evaluation of the platform, guided by WCAG 2.1 accessibility standards, demonstrates its effectiveness in reducing communication barriers and promoting active participation. Aligned with the United Nations Sustainable Development Goals (SDGs) 4 and 10, this project contributes to inclusive education and reduced inequalities by offering a practical and transformative tool. By empowering children to express themselves in meaningful ways, the customizable communication board represents a significant step toward enhancing the quality of life and fostering social inclusion for individuals with speech and language difficulties

During the last decades, prevalence of pupils with Specific Learning Disorder, and more specifically with Dyslexia, is on the increase in Italian schools. It requires both researchers and teachers to investigate, adapt and adopt simplex teaching strategies. that may foster pupils learning process at primary schools by taking account of their educational needs, their learning styles and preferences. According to these premises, the following article aims to create a teaching tool that may support the reading learning process of pupils with dyslexia, during the first years of primary schools, by adopting the simplex principle of detour and the educational potential of music.

Recent quantitative research showcased Finnish primary teachers' reluctance toward inclusive education. This study examines Finnish primary classroom teachers' perceptions of inclusive education and its relationship relative to separate special education settings in Finland. Thematic analysis is used to analyse interview data collected from five mainstream classroom teachers and five special education classroom teachers working in two regular schools and one special education school. Results suggest that “education for all” in the same class is a shared value among classroom teacher participants. However, mainstream and special education classroom teachers' views are in conflict in terms of inclusive practices. While mainstream classroom teachers are concerned with pupils' academic learning, special education classroom teachers are relegated to pedagogies of differentiation in separate and segregated settings. For education to become truly inclusive, more expertise on inclusive pedagogies must be integrated into future teacher training programs, in order to improve mainstream classroom teachers’ commitment to inclusion

The broad and subjective nature of inclusive education has led to varied interpretations, posing a significant challenge for its advocates, as there is no universally agreed-upon method for its implementation. Additionally, ongoing concerns persist regarding the "inclusion for all" approach, with arguments suggesting it cannot adequately meet the educational needs of every student due to limitations in time, resources, and support. Teachers play a pivotal role in inclusive education. Their actions influence classroom culture, and the decisions they make about how lessons are taught and assessed, directly impact on student engagement and success in learning. This study examined 140 primary teachers’ perceptions of inclusion and inclusive education practices across New South Wales, Australia. Semi-structured interviews were carried out and thematic analysis was used to investigate and probe the qualitative data. Findings reveal that while teachers who perceive inclusive education as a categorical and ambivalent paradigm enact teaching practices supported by research, they may not necessarily demonstrate inclusion in all practices. Inclusion can often be conceptually confusing, making the need for consistency across all stakeholders (e.g., policymakers, school leaders) imperative if teachers are going to meet the educational and social needs of diverse cohorts of students.