The lack of consistency in inclusive and accessible pedagogical practices, particularly when supporting students

The gap

Evidence profile

Sourced from the recommendations and discussion and future work of the source papers, classified as general, spanning 7 journals.

Supporting evidence — 8 representative gaps

• Assistive Technology and Mathematics for Learners with Disabilities (2026) · Community and Social Development Journal · doi

  Considering the significant findings revealed and conclusions drawn in this study, the researchers suggested the following recommendations. 1. Develop and implement a structured support system for learners with disabilities. Schools should establish dedicated intervention programs that cater to the specific needs of students with disabilities. 2. Promote the consistent and effective use of structured support system for learners with disabilities through clear implementation guidelines, ongoing monitoring of student progress, and strong collaboration among teachers, administrators, and support staff to maintain inclusive educational practices. 3. Strengthen the integration of assistive technology by improving access to resources and training and increase institutional and financial support for assistive technology implementation. 4. Provide regular teacher training and capacity-building programs and conduct further research on the long-term impact of assistive technology on student performance. 5. Promote strong collaboration between teachers, school administrators, parents, and support staff to enhance inclusive practices and ensure the holistic development of learners with disabilities. New knowledge and the effects on society and communities This research provides new understanding about the integration of assistive technology in mathematics instruction for learners with disabilities. It shows how tools such as screen readers, tactile graphics, interactive software, and digital manipulatives improve accessibility and engagement. These technologies help students with diverse needs participate more actively in learning and promote equal opportunities in education. The study also highlights the importance of teacher training and preparedness in using assistive technology. When teachers are equipped with the right knowledge and skills, they can adjust their teaching methods to support individual learning needs. This approach helps students become more confident, independent, and motivated to learn mathematics while reducing fear and anxiety. In a broader sense, the study contributes to building an inclusive society that values diversity and equality. Providing access to assistive technology allows learners with disabilities to become more involved in school and community activities. It encourages cooperation, empathy, and respect among students, teachers, and families. The findings can guide schools and policymakers in improving educational programs and creating inclusive environments. By supporting the use of assistive technology, communities can ensure that every learner has the opportunity to succeed academically and socially. This leads to stronger, more inclusive communities where education becomes a shared path toward progress and empowerment. 55 Community and Social Development Journal : CSDJ Vol 27 No 2 May – August 2026 : TCI 1

  generalrecommendationsevidence 5/5
  Keywords: assistive technology support disabilities learners inclusive students teachers programs needs promote training communities structured system
• Öğrenme Güçlüğü Olan Öğrencilere Yönelik Fen Bilgisi Öğretmenlerinin Türkiye Yüzyılı Maarif Modeli’nde Farklılaştırma ve Bireyselleştirme Görüşleri (2026) · Erzincan Üniversitesi Eğitim Fakültesi Dergisi · doi

  The teachers' confusion of learning disability with intellectual disability points to a significant limitation in their conceptual knowledge regarding the diagnosis. Although teachers have a general awareness of the Türkiye Century Maarif Model, limited knowledge of their implementation regarding how to adapt the model for students with learning disabilities indicates a gap between education policies and classroom practices. In parallel with their limited knowledge of the IEP process, teachers' reliance on traditional methods such as simplification and repetition indicates that they tend to default to familiar practices when faced with uncertainty. The inability to transform the model’s components—such as student profile, readiness-based planning, and skills-oriented teaching—into structured instructional routines demonstrates that the current support mechanisms are insufficient for enabling teachers to implement inclusive practices consistently and systematically.

  generaldiscussionevidence 5/5
  Keywords: teachers knowledge model practices learning disability regarding limited indicates confusion intellectual points significant limitation conceptual
• Enhancing Special Education Through Learning Technologies: A Case Study in Chiniot, Pakistan (2026) · Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi · doi

  Therefore, based on the results of the present research, the following directions for future research can be suggested. In the first place, there is a need to do longitudinal research on the impact of LT interventions extended for an increased number of years, in the areas of academic achievement, social inclusion, and the quality of life of disabled learners in special schools. Preliminary findings from a pilot study indicated that students who engaged with LT over a period of six months showed sustained improvements in both academic performance and social skills. This suggests that ongoing exposure to LT may be crucial for maximizing its benefits. Furthermore, there is a possibility for comparative studies on multiple LT procedures and interventions’ efficacy in different educational settings, including recommendations for educators and policy makers. However, more investigations should be conducted concerning use of new technologies like artificial intelligence and virtual reality in special education. By attending to such future directions, researchers can assist in the continuous enhancement of the promotion of inclusive education for all people with disabilities and formulate ways on how education should be made available for them. Future research should explore the integration of emerging technologies such as artificial intelligence (AI) and virtual reality (VR) in special education. Comparative studies across rural and urban contexts could 390 Aijaz et al. Enhancing Special Education Through Learning Technologies: A Case Study in Chiniot, Pakistan Ankara University Faculty of Educational Sciences Journal of Special Education 2026, 27(2), 379-398 provide deeper insights into the scalability of LT interventions. Additionally, long-term impact assessments, focusing on employment outcomes and quality of life for students with disabilities, would enhance the evidence base for inclusive education strategies. The scalability of LT interventions remains a significant concern. Future initiatives should focus on infrastructure development and teacher training to ensure sustainable impact across similar regions. 391 Aijaz et al. Enhancing Special Education Through Learning Technologies: A Case Study in Chiniot, Pakistan Ankara University Faculty of Educational Sciences Journal of Special Education 2026, 27(2), 379-398

  generalfuture workevidence 5/5
  Keywords: education special future interventions technologies impact educational directions there academic social quality life students comparative
• Experiences of Teachers Working with Students with Visual Impairments Regarding the Use of Assistive Technologies in Educational Activities (2026) · Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi · doi

  The following are recommendations for implementation: 1. Ministry can develop practical, continuous training programs to help teachers effectively use assistive technologies in the classroom. It can prepare these programs in collaboration with field experts and technology providers. 2. Professional information workshops can be established to strengthen schools' technical infrastructure, and maintenance and repair services for assistive technologies can be systematically planned. 3. To increase the integration of assistive technology into classroom practices, MoNE can prepare guidance materials for teachers and conduct supportive pilot applications. 4. Ministry can create digital collaboration platforms to encourage teachers to share experiences and ensure the dissemination of best-practice examples. Suggestions for future research are as follows: 1. Longitudinal and multivariate studies can be conducted to examine the effects of assistive technologies on students in different age and disability groups. 2. The other researchers can conduct quantitative and qualitative research to understand the variables affecting teachers' knowledge levels, perceptions, and the frequency with which they use these technologies. 3. The researchers can analyze the educational effects of assistive technologies more comprehensively through research focusing on the experiences of students with visual impairments and their families. 4. The researchers can evaluate the contributions of existing public policies aimed at ensuring equal opportunities in education to access to assistive technologies, and policy-based research on the sustainability of domestically produced solutions. 13 Erhan & Aslan Experiences of Teachers Working with Students with Visual Impairments Regarding the Use of Assistive Technologies in Educational Activities Ankara University Faculty of Educational Sciences Journal of Special Education

  generalrecommendationsevidence 5/5
  Keywords: assistive technologies teachers experiences students researchers educational ministry programs classroom prepare collaboration technology conduct effects
• Digital Inclusion and Accessibility in Online Higher Education: An Inclusivity Study at a University in Zimbabwe (2026) · East African Journal of Education Studies · doi

  invest from 2027, For the institution: It should adopt the DIFZHE framework, mandate WCAG 2.1 AA for all new in compulsory courses accessible-design training, expand the Disability Resource Centre’s mandate to encompass digital accessibility, negotiate zero-rated LMS access with mobile operators and ring-fence an annual inclusion budget. For the Ministry: It should develop national digital accessibility standards and incorporate WCAG compliance into accreditation, allocate funding for assistive technology under Education 5.0. and commission a sector-wide accessibility baseline audit. For staff: It should adopt UDL as the default design approach and use Moodle’s accessibility tools, provide materials in multiple formats, caption all video content, and engage disabled students as co-designers. For future research: Longitudinal impact studies of accessibility interventions; cross-institutional comparisons; analyses; participatory action research positioning disabled students as co-researchers. cost-effectiveness contexts, which may differ in resource levels, LMS configurations and disability support infrastructure. Self-report data are subject to social desirability bias: staff respondents may have over-reported awareness of or intention to adopt accessible design practices, and students may have under-reported disability status due to stigma. Both risks attenuate confidence in the magnitude, though not necessarily the direction of effects. The WCAG audit covered 50 of the institution’s courses, stratified by faculty, but the sample cannot capture the full heterogeneity of the course portfolio; courses with especially experienced or less experienced instructors may be over- or under-represented. Critically, the study captures only students who were enrolled at the time of data collection. Students who never enrolled due to perceived inaccessibility, who withdrew mid-semester silently, or who were de- registered for non-submission of inaccessible assessments are, by definition, absent from the sample—a form of survivorship bias that almost certainly leads to underestimation of digital exclusion’s true prevalence. Future research using institutional withdrawal records or prospective designs could illuminate this invisible population. Finally, the cross-sectional design precludes causal inference; longitudinal and intervention studies are needed to establish the impact of the DIFZHE framework’s adoption.

  generalrecommendationsevidence 5/5
  Keywords: accessibility students design adopt wcag courses disability digital institution difzhe framework mandate accessible resource audit
• Professional readiness of pioneer BSNEd graduates for special needs education practice (2026) · International Journal of Research Studies in Education · doi

  ➢ ➢ ➢ Increase practicum experiences involving learners with visual and hearing impairments. Strengthen coursework focused on low-incidence disabilities and specialized interventions. Expand training on assistive technologies and accessibility tools. ➢ Develop partnerships with SPED centers to provide authentic field experiences. International Journal of Research Studies in Education 5 De Guzman, D. D. ➢ Conduct longitudinal studies examining graduates’ readiness and actual workplace performance. ➢ Replicate the study with future BSNEd batches to monitor program outcomes and trends. Practical Implications - The findings of the study offer several practical implications for learners, teachers, and schools. Since the pioneer BSNEd graduates reported generally high to very high levels of professional readiness, the results suggest that future learners with disabilities may benefit from teachers who are prepared to provide inclusive, responsive, and learner-centered instruction. Graduates who feel confident in curriculum modification, varied assessment, assistive technology, and classroom safety are more likely to create learning environments where students with disabilities can participate meaningfully. For learners, this means greater access to instruction that considers their individual strengths, limitations, learning pace, and support needs. For teachers, particularly pre-service and beginning special needs educators, the findings highlight the importance of continuous professional growth beyond graduation. Although the participants perceived themselves as ready in many areas, the relatively lower ratings in sensory impairments and intellectual disabilities suggest that teachers should continue strengthening their specialized competencies through training, mentoring, and direct classroom experience. Beginning teachers may benefit from additional workshops on visual and hearing impairments, individualized instructional strategies, assistive technologies, behavior intervention planning, and collaboration with families and specialists. Teacher readiness should therefore be viewed not as a final outcome of graduation alone, but as a continuing professional process. For schools, the findings imply the need to provide supportive environments where new special needs educators can successfully apply their preparation in practice. Schools should not assume that beginning teachers can work effectively without guidance, especially when handling learners with complex or low-incidence disabilities. Administrators may consider assigning mentors, encouraging co-teaching arrangements, providing access to assistive technologies, and strengthening partnerships with parents, therapists, and special education centers. Schools can also use the results as a basis for identifyin

  generalrecommendationsevidence 5/5
  Keywords: teachers learners disabilities assistive schools impairments technologies provide graduates readiness professional needs beginning special experiences
• Sustainability of assistive technology use for students with severe and multiple disabilities: a mixed methods study of teachers’ attitudes and experiences (2026) · Frontiers in Psychology · doi

  The findings of the present study indicate that the sustainable use of assistive technologies depends not only on teachers’ positive attitudes but also on institutional support, technical infrastructure, and opportunities for professional development. Accordingly, it is recommended that practice-oriented in-service training programs for teachers working with students with severe and multiple dis- abilities be expanded, technical support mechanisms in schools be strengthened, and assistive technologies be systematically inte- grated into school policies and administrative processes. In addi- tion, establishing professional learning communities that support

  generalrecommendationsevidence 5/5
  Keywords: support assistive technologies teachers technical professional present indicate sustainable depends positive attitudes institutional infrastructure opportunities
• Challenges in Modular Learning Modality Experienced by Parents of Children with Special Needs in Molocaboc Island (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  Based on the findings of this study, the following recommendations are made: 1. Develop and implement support programs, such as parent orientation, training, and workshops, to equip parents of children with Special needs with the knowledge and skills necessary to effectively facilitate modular learning at home. 2. Maintain regular communication with parents through home visits, phone calls, text messaging, or online platforms to provide guidance, monitor learners’ progress, and address challenges encountered during modular learning. 3. Design and distribute modified, learner-friendly, and needs-based modules that are appropriate for children with special needs, making learning activities more accessible and manageable for both learners and parents. 4. Collaborate with schools to provide educational assistance, learning materials, and psychosocial support to families of children with special needs, particularly those residing in geographically isolated areas. 5. Encourage future researchers to explore other aspects of learning among children with special needs, including the effectiveness of various learning modalities, parental involvement, and support mechanisms, to contribute to the development of more inclusive and responsive educational programs. By implementing these recommendations, we may help improve parental involvement, enhance learning outcomes, and promote a more inclusive and effective educational environment.

  generalrecommendationsevidence 5/5
  Keywords: learning needs children special support parents educational based recommendations programs modular home provide learners parental

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