Individuals with special needs require support in acquiring various academic and social skills and mathematical skills are one of the most important skills in which individuals with special needs need to acquire in order to maintain their daily lives. Current approaches in education emphasize the importance of integrating technology into special education classrooms in order to increase achievement and facilitate learning and various technological tools are used in teaching mathematics to individuals with special needs. Therefore, special education teachers need to be competent in using technology in teaching mathematics and aim of this study is to determine the views and recommendations of special education teachers on technology use in teaching mathematics to students with special needs. Qualitative research method was used in the study. A total number of 15 special education teachers working at special education institutions in North Cyprus participated in the study. A semi-structured interview form developed by the researchers was used to collect the data. Data of the study were analyzed using content analysis method through constituting themes based on the answers of special education teachers. According to the results, special education teachers think that they are competent in using technology in teaching mathematics.

Students with disabilities face numerous problems in their learning experiences. For instance, learning Mathematics remains a core subject but a challenge to most of these students. However, technology integration in learning continues to become a major factor considered by curriculum developers. Factors such as proper integration of technology in learning continue to be of great importance in such decisions. Additionally, cooperation among stakeholders including parents, teachers, and administrators is vital on how to effectively utilize technology in helping teach and assess performance in mathematics. Thus, while technology has been found to be effective in helping enhance curriculum development, there is still room to help remove barriers that hinder its optimization.

In this study, the aim is to determine the proficiency of special education teachers in terms of using instructional technologies in the TRNC. A total of 80 special education teachers from rehabilitation institutes in Famagusta, Kyrenia, and Nicosia participated in this study in the 2016 – 2017 education year, of whom 45 were women and 45 were men. The quantitative research method was used and, in terms of collection tools, a demographic information form along with an opinion survey aimed at defining their usage and skill levels of special education teachers in the TRNC related to the use of instructional technologies were used. The data were analysed with the SPSS 20.00 program. Based on the results of the analysis, it was found that the level of using educational technologies was low. According to the data which was obtained from teachers' opinions, the special education teachers were in favour of using instructional technologies in their lessons. When the results of this study are considered, it can be observed that the special education teachers who have been working in the TRNC are in favour of using instructional technologies in their classes; however, they are lacking in terms of equipment and knowledge.

Purpose: This qualitative study was conducted to explore the factors that influence the use of technology in special education classrooms. Theoritical Framework: Technology is evolving so fast, that we can’t afford to keep up with it. These technological developments give a new leaf to various aspects of life. Methodology: Respondents were interviewed in three separate sessions and recorded before the thematic analysis was conducted. Findings: This study shows benefit from the emergence of various gadgets that can make teaching and learning more interesting. Nevertheless, there are still teachers who are unable to use technology efficiently in the classroom, especially for special education. This condition is caused by several factors. Implications: The findings of this study are expected to provide an initial overview for subsequent researchers to conduct further studies. Value: Among those affected by this rapid development is the field of education. It can be seen that ...

Students with Special Educational Needs are encouraged to achieve high academic standards in Mathematics and Science education to better understand the natural world, develop life skills, and achieve career success. In this regard, digital technology assists students with disabilities in achieving Mathematics and Science literacy. This article presents a systematic literature review on the role of technology in Science education for students with Special Education Needs. An extensive search in academic databases yielded 24 journal articles from 2006 to 2022. These 24 empirical studies’ were reviewed through electronic databases, including Scopus, ERIC, Google Scholar, and Science Direct. The findings demonstrate that using assistive technology in Mathematics and Science education had a major positive impact on students’ motivation, attitude, and academic performance. Positive learning outcomes probably depend on how digital technology is used, specifically the capabilities of each u...

The use of ICT among students with special needs is influenced by the perception of special education teachers towards ICT. This study was conducted to identify the perceptions of Special Education teachers on the use of Information and Communication Technology in the classroom. This is a survey study using quantitative approach. A total of 95 primary school teachers in Negeri Sembilan were randomly selected to be the sample. The collected data were analyzed using SPSS version 20 software. The findings of this study indicate that the level of perception of the Special Education teachers towards the use of ICT is high but the level of use of the ICT by the Special Education teachers is moderate. This result of the study also shows that special education teachers are aware of the use of ICT in improving problem solving skills. The results indicate that local special education teachers agreed that the use of ICT exposes special needs students to new knowledge that enhance their thinkin...

—The term " students with special needs " , " disabled " or " impaired students " is used to describe some students who have real, persistent, and substantial individual differences and educational needs that regular education has been unable to accommodate. These individual differences vary, from medical conditions such as cerebral palsy, to dyslexia, to pervasive and chronic maladaptive patterns of behaviour. These same students will and should not be considered disabled or impaired once they leave school. Nonetheless, their specialized learning needs are intense and legitimate because students with learning disabilities have significant difficulty acquiring and retaining math and other skills. ICTS are here to play an important role, offering the educators a valuable set of tools to cope with these difficulties. A number of factors are significant to the poor math performance of these students. In this review article we discuss these factors, the contribution of ICTS and make recommendations for a better math performance.