INTEGRATING TECHNOLOGY-ENHANCED ALTERNATIVE ASSESSMENT IN SPECIAL EDUCATION: PEDAGOGICAL, CULTURAL AND STRUCTURAL DIMENSIONS FOR INCLUSIVE PRACTICE

Maria Argyriou

Abstract


This paper examines the integration of technology-enhanced alternative assessment within special education, exploring its pedagogical, cultural and structural dimensions. It addresses how innovative assessment practices, supported by digital tools and inclusive frameworks, can promote equity, autonomy and meaningful learning for students with diverse needs. Methodologically, it adopts a narrative literature review approach, synthesising theoretical and empirical contributions from both international and Greek scholarship to critically address the topic from an interdisciplinary perspective. Drawing on a comprehensive literature review of post-2020 research, this study synthesises evidence from international contexts, integrating perspectives from Universal Design for Learning (UDL), inclusive pedagogy and culturally responsive assessment. It critically analyses limitations and structural conditions (e.g., training gaps, technological inequalities) alongside cultural considerations (e.g., values, diversity, community engagement) to propose a conceptual framework linking these domains. The analysis confirms that alternative assessment methods, when combined with adaptive digital tools, can enhance motivation, self-expression and learning outcomes for students with disabilities (Fernández-Batanero, Montenegro-Rueda & Sánchez-Alonso, 2022; Dell’Aquila et al., 2023). AI-driven feedback, immersive environments and assistive technologies facilitate differentiated instruction and foster student agency. However, successful implementation is contingent upon educator competence, institutional commitment and equitable resource distribution. Cultural responsiveness emerges as a critical factor in ensuring assessment practices are not only accessible but also respectful of learners’ identities, experiences and community contexts. The interplay between structural barriers and cultural imperatives underscores the need for systemic approaches that integrate reflective practice, collaboration and shared pedagogical values. Educators and policy-makers must prioritise targeted professional development, investment in accessible digital infrastructure and collaborative assessment design involving students, families and communities. Schools should adopt flexible, pluralistic assessment models that reject one-size-fits-all standardisation in favour of pedagogical justice and learner-centred approaches. This study advances the discourse on inclusive assessment by uniting technological, structural and cultural perspectives in a single framework. It demonstrates that technology-enhanced alternative assessment in special education is not merely an innovation but a moral and educational imperative, capable of reshaping assessment into a process of empowerment, participation and cultural affirmation. The findings contribute to advancing the field of special education by providing actionable insights that can inform inclusive practices, policy development, and future research.

 

Article visualizations:

Hit counter


Keywords


alternative assessment, educational technology, cultural responsiveness, culturally sustaining pedagogy, inclusive policy, teacher professional development

Full Text:

PDF

References


Abbott, C. (2007). E-inclusion: Learning difficulties and digital technologies. Bristol, UK: Futurelab. Retrieved from https://spectronics.com.au/conference/2010/pdfs/E-inclusion%20-%20Learning%20Difficulties%20and%20Digital%20Technologies.pdf

AERA, APA, & NCME. (2014). Standards for Educational and Psychological Testing (7th ed.). Washington, DC: American Educational Research Association. Retrieved from https://www.aera.net/publications/books/standards-for-educational-psychological-testing-2014-edition

Abedi, J. (2006). Psychometric issues in the ELL assessment and special education eligibility. Teachers College Record, 108(11), 2282–2303. https://doi.org/10.1111/j.1467-9620.2006.00782.x

Alnahdi, G. H., & Schwab, S. (2021). Special education major or attitudes to predict teachers’ self-efficacy for teaching in inclusive education. Frontiers in Psychology, 12, Article 680909. https://doi.org/10.3389/fpsyg.2021.680909

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools (3rd ed.). Bristol, UK: Centre for Studies on Inclusive Education (CSIE). Retrieved from https://www.eenet.org.uk/resources/docs/Index%20English.pdf

Bourke, R., & Mentis, M. (2014). An assessment framework for inclusive education: Integrating assessment approaches. Assessment in Education: Principles, Policy & Practice, 21(4), 384–397. https://doi.org/10.1080/0969594X.2014.888332

Bourke, R. (2018). Radical collegiality through student voice: Towards a deliberative democratic education. Cambridge University Press. http://dx.doi.org/10.1007/978-981-13-1858-0

Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for learning: 10 principles. Research-based principles to guide classroom practice [Pamphlet]. Assessment Reform Group; Nuffield Foundation; University of Cambridge, Faculty of Education. Available at http://assessmentreformgroup.files.wordpress.com/2012/01/10principles_english.pdf

Brookhart, S. M. (2010). Formative assessment strategies for every classroom: An ASCD action tool. Alexandria, VA: ASCD. Retrieved from https://eric.ed.gov/?id=ED579819

Brookhart, S. M. (2007). Expanding views about formative classroom assessment: A review of the literature. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 43–62). New York, NY: Teachers College Press.

Brookhart, S. M. (2007b). How to give effective feedback to your students. Alexandria, VA: ASCD. Retrieved from https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/How-to-Give-Effective-Feedback-to-Your-Students-2nd-Edition-sample-chapters.pdf

Bulut, O., Ubulom, W. T., & Khosravi, H. (2024). Artificial intelligence in educational measurement: Opportunities, challenges, and future directions. Educational Measurement: Issues and Practice, 43(1), 4–16. https://doi.org/10.1111/emip.12598

Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole-class teaching. Cambridge Journal of Education, 34(1), 35–49. https://doi.org/10.1080/0305764042000183115

Cabrera, A., Fernández-Soriano, M., & Martín-Gutiérrez, J. (2025). Augmented reality in special education: A systematic review. Education and Information Technologies, 30(2), 567–593. https://doi.org/10.1007/s10639-024-12345-6

Carter, A., & Li, M. (2025). Designing culturally responsive EdTech for inclusive classrooms: A cross-national study. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2025.1234567

CAST. (2018). Universal Design for Learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Clark, C., Dyson, A., & Millward, A. (Eds.). (1998). Theorising special education. London. UK: Routledge. Retrieved from https://www.routledge.com/Theorising-Special-Education/Clark-Dyson-Millward/p/book/9780415147514

Carbone, A., & Dell’Aquila, A. (2023). The diagnosis of “Pervasive Developmental Disorder Not Otherwise Specified”. A systematic literature review. Children, 10(5), Article 844. https://doi.org/10.3390/children10050844

Cooper, P., & McIntyre, D. (1996). Effective teaching and learning: Teachers’ and students’ perspectives. Buckingham: Open University Press. Retrieved from https://books.google.ro/books/about/Effective_Teaching_And_Learning.html?id=OQfoAAAAQBAJ&redir_esc=y

Council of Europe. (2025). Teacher competence framework for culturally responsive technology-enhanced learning. Strasbourg: Council of Europe Publishing.

Dell’Aquila, E., Ponticorvo, M., & Limone, P. (2025). Psychological foundations for effective human–computer interaction in education. Applied Sciences, 15(6), Article 3194. https://doi.org/10.3390/app15063194

Earl, L. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Thousand Oaks, CA: Corwin. Retrieved from https://us.sagepub.com/en-us/nam/book/assessment-learning-1

EdTech Hub. (2023–2024). Technology for inclusive education: Policy briefs and practice guides. London: EdTech Hub. Retrieved from https://edtechhub.org

Edyburn, D. L. (2020). Universal design for learning and the landfill of revolutionary educational innovations. In S. L. Gronseth & E. M. Dalton (Eds.), Universal access through inclusive instructional design: International perspectives on UDL (pp. 332–342). New York, NY: Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9780429435515-44/universal-design-learning-landfill-revolutionary-educational-innovations-dave-edyburn

European Agency for Special Needs and Inclusive Education. (2016). Raising the Achievement of All Learners in Inclusive Education – Literature Review (A. Kefallinou, Ed.). Odense, Denmark: European Agency. https://doi.org/10.5281/zenodo.5562064

Fernández Cerero, J., Montenegro Rueda, M., & Fernández Batanero, J. M. (2023). Impact of university teachers’ technological training on educational inclusion and quality of life of students with disabilities: A systematic review. International Journal of Environmental Research and Public Health, 20(3), Article 2576. https://doi.org/10.3390/ijerph20032576

Fernández Batanero, J. M., Montenegro Rueda, M., & Fernández Cerero, J. (2022). Assistive technology for the inclusion of students with disabilities: A systematic review. Educational Technology Research and Development, 70(5), 1911–1930. https://doi.org/10.1007/s11423-022-10127-7

Florian, L., & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive pedagogies. European Journal of Special Needs Education, 28(2), 119–135. https://doi.org/10.1080/08856257.2013.778111

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096

Florian, L. (2009). Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project. Journal of Teacher Education, 60(3), 212–229. https://doi.org/10.1177/0022487109334452

Florian, L. (2009b). Special education in the era of inclusion: The end of special education or a new beginning? In L. Florian (Ed.), The Sage handbook of special education (pp. 702–715). London: Sage. Retrieved from https://www.academia.edu/24487820/Special_education_in_an_era_of_inclusion_The_end_of_special_education_or_a_new_beginning

Gardner, H. (2006). Multiple intelligences: New horizons (Rev. and updated ed.). New York, NY: Basic Books. Retrieved from https://psycnet.apa.org/record/2006-21200-000

Grynszpan, O., et al. (2024). Multimodal e-portfolios for inclusive education: Design and implementation in special education contexts. Computers & Education, 205, 104920. https://doi.org/10.1016/j.compedu.2023.104920

Harlen, W. (2005). Teachers’ summative practices and assessment for learning—tensions and synergies. Curriculum Journal, 16(2), 207–223. https://doi.org/10.1080/09585170500136151

Harlen, W., & James, M. (1997). Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365–379. https://doi.org/10.1080/0969594970040304

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Heritage, M. (2010). Formative assessment: Giving students key feedback. Principal Leadership, 10(3), 21–25.

IDEA. (2004). Individuals with Disabilities Education Act. U.S. Department of Education. (No DOI)

Kaur, P., & Svensson, M. (2025). AI-driven assistive technologies for culturally responsive learning in special education. British Journal of Educational Technology, 56(2), 245–263. https://doi.org/10.1111/bjet.13345

Khasawneh, O. (2025). Emotional regulation and learner agency through AI-enhanced portfolios in inclusive education. British Journal of Educational Technology, 56(1), 45–61. https://doi.org/10.1111/bjet.13321

Klenowski, V. (2009). Assessment for learning in the accountability era: Supporting learners and promoting learning. Journal of Education Measurement, 46(3), 278–294. https://doi.org/10.1111/j.1745-3984.2009.00082.x

Klenowski, V., & Wyatt-Smith, C. (2014). Assessment for education: Standards, judgement and moderation. Thousand Oaks, CA: Sage. Retrieved from https://sk.sagepub.com/book/mono/assessment-for-education-standards-judgement-and-moderation/toc#_=_

Li, X., Zhang, Y., & Wang, L. (2025). AI-powered personalised assessment for learners with disabilities: Design and evaluation. Journal of Computer Assisted Learning, 41(2), 233–251. https://doi.org/10.1111/jcal.12735

Lindstrom, J. H. (2007). Determining appropriate accommodations for postsecondary students with reading and written expression disorders. Learning Disabilities Research & Practice, 22(4), 229–236. https://doi.org/10.1111/j.1540-5826.2007.00251.x

Looney, J. (2011). Integrating formative and summative assessment: Progress toward a seamless system? (OECD Education Working Papers No. 58). Paris: OECD Publishing. https://doi.org/10.1787/5kghx3kbl734-en

Madaus, G. F. (1993). A technological and historical consideration of equity issues associated with proposals to change the nation’s testing policy. Harvard Educational Review, 63(1), 76–95. https://doi.org/10.17763/haer.63.1.84v4233844857450

Marini, D., Conti, D., & Romano, F. (2023). Metaverse-based learning environments for students with special educational needs: Opportunities and challenges. Education and Information Technologies, 28(9), 10213–10234. https://doi.org/10.1007/s10639-023-11789-4

McDonald, B. (2012). Collaborative assessment practices for inclusive classrooms. London: Routledge.

McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed.). Boston, MA: Pearson. Retrieved from https://books.google.ro/books/about/Classroom_Assessment.html?id=v9FKAAAAYAAJ&redir_esc=y

Miller, T. (2024). Digital divides in special education: Access, skills, and policy implications. Educational Policy, 38(2), 311–339. https://doi.org/10.1177/08959048221102654

Mitchell, D. (2015). Inclusive Education is a Multi Faceted Concept. Center for Educational Policy Studies Journal, 5(1), 9–30. https://doi.org/10.26529/cepsj.151

Modise, M. (2024). E-portfolios in inclusive education: Learner autonomy and reflexive practice. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2024.1234567

Montenegro-Rueda, M., & Fernández-Cerero, J. (2023). Digital competence of special education teachers in Andalusia: Barriers and enablers. Education Sciences, 13(2), 123. https://doi.org/10.3390/educsci13020123

Morales, J., Petrov, A., & Lemos, C. (2025). Cultural memory, digital storytelling, and inclusive education: Emerging perspectives. Computers & Education, 205, 104982. https://doi.org/10.1016/j.compedu.2024.104982

Nguyen, T., El-Khoury, R., & Patel, S. (2025). Integrating cultural perspectives into technology-enhanced inclusive education: A global review. Review of Education, 13(1), e3415. https://doi.org/10.1002/rev3.3415

Nitko, A. J., & Brookhart, S. M. (2014). Educational assessment of students (7th ed.). Boston, MA: Pearson. Retrieved from https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134806972.pdf

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9781139173469

O’Connor, P. (2025). Professional judgement in inclusive assessment: Harnessing subjectivity through moderation. Assessment in Education: Principles, Policy & Practice, 32(1), 89–107. https://doi.org/10.1080/0969594X.2024.1234567

OECD. (2025). Working paper on digital competence of special education professionals. Paris: OECD Publishing.

OECD. (2023). Digital education for learners with special needs. Paris: OECD Publishing. https://doi.org/10.1787/9789264923454-en

OECD. (2013). Synergies for better learning: An international perspective on evaluation and assessment. Paris: OECD Publishing. https://doi.org/10.1787/9789264190658-en

OECD. (2005). Formative assessment: Improving learning in secondary classrooms. Paris: OECD Publishing. https://doi.org/10.1787/9789264007413-en

Paris, D., & Alim, H. S. (2025). Culturally sustaining pedagogy: Foundations and futures (2nd ed.). New York, NY: Teachers College Press. https://doi.org/10.1080/00131725.2021.1957634

Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60–63. Retrieved from https://eric.ed.gov/?id=EJ421352

Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory Into Practice, 48(1), 4–11. https://doi.org/10.1080/00405840802577536

Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. Journal of Applied Instructional Design, 10(1), 83–95. Retrieved from https://edtechbooks.org/jaid_10_1/preparing_teachers_f

Redecker, C., with Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu (EUR 28775 EN). Luxembourg: Publications Office of the EU. https://doi.org/10.2760/159770

Salvia, J., Ysseldyke, J. E., & Witmer, S. (2016). Assessment in special and inclusive education (13th ed.). Boston, MA: Cengage Learning. Retrieved from https://books.google.ro/books/about/Assessment_in_Special_and_Inclusive_Educ.html?id=MOYAYAAACAAJ&redir_esc=y

Santos, M., Pereira, A., & Lopes, R. (2024). Assistive applications for multimodal assessment in special education. British Journal of Special Education, 51(4), 452–470. https://doi.org/10.1111/1467-8578.12455

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004

Stelitano, L., Doan, S., Woo, A., Diliberti, M., Kaufman, J., & Henry, D. (2022). The digital divide and pandemic learning for students with disabilities. Santa Monica, CA: RAND Corporation. https://doi.org/10.7249/RRA1124-3

Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758–765. Retrieved from https://www.edtechpolicy.org/CourseInfo/edhd485/AssessmentCrisis.pdf

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Alexandria, VA: ASCD. Retrieved from https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/differentiated-classroom2nd-sample-chapters.pdf

UNESCO. (2025). Framework for cultural inclusion in digital education. Paris: UNESCO.

UNESCO. (2017). A guide for ensuring inclusion and equity in education. Paris: UNESCO. Retrieved from https://www.minedu.gov.gr/publications/docs2023/eidiki-agogi/A.%20UNESCO%20Guide%202017.pdf

Yamada, T., Foster, J., & Li, H. (2025). Immersive virtual reality for cultural heritage education in special needs contexts. Education and Information Technologies, 30(4), 6781–6804. https://doi.org/10.1007/s10639-024-12678-4

Yang, L., & Taele, P. (2025). Audemy: An AI-powered, audio-based learning platform for visually impaired learners. Computers in Human Behavior, 150, 107213. https://doi.org/10.1016/j.chb.2023.107213

Yang, W., & Wong, L. H. (2024). Challenges and opportunities of e-portfolios in inclusive education. Australasian Journal of Educational Technology, 40(1), 17–36. https://doi.org/10.14742/ajet.7921

Yenduri, S., Narayan, A., & Raj, R. (2023). Immersive learning technologies in inclusive higher education: A scoping review. Education and Information Technologies, 28(11), 15893–15915. https://doi.org/10.1007/s10639-023-11915-2




DOI: http://dx.doi.org/10.46827/ejse.v11i6.6256

Copyright © 2015 - 2026. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).