Abstract:

Many children in special education experience psychological and socio-pedagogical development challenges, often related to difficulties in solving multi-step problems. To explore how digitally supported learning environments may contribute to psychological and socio-pedagogical development in special education, this paper reports on an exploratory expert-based study focusing on their perspectives on opportunities and barriers in inclusive contexts. This exploration serves as a first step toward addressing the broader question of how computational thinking (CT), when embedded into these environments, can be meaningfully applied in special education. Our work focuses on the role that problem-solving can have on socio-pedagogical and psychological dimensions. Specifically, we explore if CT can foster psychological and socio-pedagogical development through learning environments supported by digital technology. More specifically, to explore whether CT can contribute to social-problem-solving skills. Teacher practices and the level of engagement of children can have a significant impact. Therefore, this study adopts as its overarching research question whether CT, by application of digitally supported learning environments, can promote psychological and socio-pedagogical development of children in special education. Our first research direction examines technologies and practices that support inclusion. Available tools range from simple apps and tablets to more advanced AI-based solutions. Some, specifically designed as assistive technologies, others as mainstream but still impactful in classrooms. The second research direction explores barriers and facilitators regarding educational technology for inclusive contexts. Despite availability, implementation remains challenging. Barriers include: a lack of training, cost, infrastructure, or resistance to change. Simultaneously, facilitating factors, such as supportive leadership, collaboration between colleagues or national policy, can enable success. The third research direction addresses strategies to ensure that inclusive technologies are effectively adopted in schools, including policy development, professional learning, user co-design, and long-term funding.

Preliminary research yielded five themes, revealed by using the world-café method with eight experts at the AAATE 2025 conference (Association for the Advancement of Assistive Technology in Europe):
1) child-centered perspective,
2) child’s environment,
3) use of technology,
4) technological bias and positioning, and
5) availability and support. Participants emphasized the value of the TIER 1–3 approach in relation to broadly accessible technology.

The Tier 1–3 approach is a layered model where universal tools are available to all (Tier 1), targeted supports are added when needed (Tier 2), and intensive individualized solutions are provided for the most complex needs (Tier 3). This ensures technology scales with each child’s support level. Participants highlighted the importance of attitudes toward needs and technology; successful inclusion requires openness and confidence in using new tools. Collaboration and co-creation were seen as essential, with a call to seek solutions across the child's entire environment, including families and all stakeholders. Further research is needed to understand the interrelationships and dependencies that influence the successful integration of inclusive digital technologies in special education.

Keywords:

Computational Thinking, inclusion, diversity, technology, education.