Redefining ability: Role of technology in amplifying the voices of children with special needs
Background: Children with special needs have gained greater recognition through inclusive education policies and legal protections in the present educational scenario, yet many face barriers in terms of equity, access, participation, personalised support, and social acceptance. As society heads towards the “euphemism vs. identity” debate, the role of technology has shifted from mere “correction” to “environmental synthesis”, causing realignment of the world to accept individuality rather than forcing the individual to conform to the world.
Aim: This study investigates the socio-technical impact of emerging technologies on children with special needs, specifically, the redefining of the boundaries of “ability”.
Method/approach: Qualitative document analysis is used to identify recurrent dominant themes in policies (Rights of Persons with Disabilities Act, 2016; National Education Policy, 2020; National Digital Education Architecture, 2021); institutional guidelines (Central Institute of Educational Technology, 2023; Samagra Siksha, 2018); government reports (Department of Empowerment of Persons with Disabilities, 2025; Unified District Information System for Education Plus, 2024–25); and articles on technology for the inclusion of children with special needs (Scopus-indexed, 2020–25). The study focuses on Indian school education (children aged 6–18 years).
Results/findings: Thematic categorisation and interpretive synthesis conceptualised differently abled, inclusion, and technological intervention. The findings revealed emerging technologies provide greater acknowledgment of children with special needs, widening the boundaries of ‘ability’. Report analysis fostered gaps between theory and inclusive implementation at the grassroots level due to the digital divide and inequity. A review of research articles showed that using assistive and intelligent technologies for these children requires advanced training for special educators and greater government intervention to adhere to sustainable development goals.
Conclusion: Though emerging technologies can redefine ‘ability’, unequal access and poor implementation limit impact, calling for advanced training, responsible and shared usage of technologies, and policy execution. The study suggests that recent policies must shift from providing just aids to special children towards ensuring the ethical, private, and equitable distribution of AI-driven assistive ecosystems.
Implications for children and families: Assistive and AI technologies may boost your children’s unique abilities, increasing their participation in society and helping them gain independence. Your active role in choosing technologies while ensuring ethical use, privacy, and your child’s dignity is prime.
Implications for practitioners: Integrating emerging technologies may assist in creating inclusive, personalised learning environments. Your role is to ensure the ethical use of technology, protect the dignity of special children, and advocate for better implementation, bridging the gap between policy and practice.
Keywords: personalised learning, assistive devices and technology, inclusion, children with special needs
This presentation relates to the following United Nations Sustainable Development Goals: