Augmented Pedagogy in Special Education: Integrating AI, Robotics, and Adaptive Technologies for Inclusive Learning

Spyridon Kontis1[0009-0009-7892-6966], Lambrini Seremeti2[0000-0002-0663-5408], and Sofia Anastasiadou1[0000-0001-6404-5003]
1 University of Western Macedonia, Greece,
2 Agricultural University of Athens, Greece,
dmw00034@uowm.gr,
lseremeti@aua.gr,
sanastasiadou@uowm.gr
DOI: 10.46793/eLearning2025.139K

 

Abstract.  The rapid advancement of emerging educational technologies has opened new avenues for inclusion and innovation in special education. This paper presents findings from a mixed-methods study conducted in Cyprus, focusing on the integration of Artificial Intelligence (AI), educational robotics, virtual/augmented reality (VR/AR), and adaptive learning software in classroom environments supporting students with special educational needs (SEN). Drawing on both qualitative and quantitative data collected from over 120 participants, including teachers, parents, and learners, the research investigates the pedagogical impact, user acceptance, and challenges of deploying such technologies in real-world educational settings [1, 3].

Observational data and structured interviews highlight how these tools foster motivation, autonomy, and engagement, particularly among students with learning disabilities, autism spectrum conditions, or visual/hearing impairments. The study further identifies barriers such as lack of teacher training, infrastructural constraints, limited digital content in native languages, and the need for ethical considerations when implementing AI-driven tools [4–6]. To address these gaps, the paper proposes the “Assistive EdTech Adoption Framework”, a phased roadmap for schools aiming to deploy inclusive educational technologies aligned with the Universal Design for Learning (UDL) model [3, 10]. This framework emphasizes scalable implementation, interdisciplinary collaboration, and alignment with the European Digital Competence Framework (DigCompEdu). The paper concludes with policy and practice recommendations to enhance digital equity and empower teachers in the use of smart educational ecosystems [13], as illustrated in Figure 1.

Keywords:  Special education, Artificial Intelligence, Educational robotics, VR/AR, Inclusive learning, Assistive technologies, DigCompEdu, Universal Design for Learning.

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Izvor: Proceedings of the 16th International Conference on e-Learning (ELEARNING2025)