Matthew Todd Marino

This article reflects on the 50-year anniversary of the passage of the Individuals with Disabilities Education Act (IDEA) and the evolution of technology in special education. We examine how early assistive tools, digital and networked resources, immersive simulations, and emerging artificial intelligence (AI) have progressively influenced access, instructional design, and teacher preparation. Decades of empirical work document a shift from sporadic, tool-by-tool adoption toward purposeful integration within evidence-based instructional frameworks. Universal Design for Learning (UDL), data-based decision-making, and explicit instruction now anchor many technology-supported practices. Recent scholarship on digital competence, immersive practice environments, and accessible instructional materials reveals both momentum and missed opportunities. Preparation programs often rely on uneven faculty expertise, fragmented coursework, and weak alignment between methods, practicum experiences, and technology expectations. Teacher education must intertwine technology through program structures rather than confining it to isolated modules. Candidates need preparation to critically analyze tool quality, proactively design accessible instruction, and deploy technologies to facilitate measurable skill development rather than novelty-driven engagement. The article concludes by identifying research priorities and system-level redesign targets to position educators for classrooms shaped by AI, immersive learning systems, and rising accessibility standards.

Simulation-based driver training has shown promise for improving hazard perception in novice drivers; however, how learners with autism adapt behaviorally, visually, and physiologically during such training remains poorly understood. This study examined the effects of a game-based, hazard-focused driving simulation on hazard detection accuracy, gaze behavior, and heart rate in novice drivers with autism using a single-case, multi-phase design. Five participants completed repeated trials across baseline, treatment, and withdrawal phases while behavioral performance, eye movements, and physiological response were recorded. Across outcome domains, participants demonstrated highly individualized learning trajectories with substantial variability in both the direction and magnitude of change. Improvements in hazard detection accuracy were not consistently accompanied by changes in gaze organization or physiological response. While one participant exhibited a canonical pattern of coordinated improvement across behavioral, visual, and physiological measures, others showed dissociation between modalities, including reduced physiological arousal without performance gains or modest accuracy improvements despite sustained physiological engagement. Exploratory peri-hazard analyses further revealed participant-specific heart rate responses aligned to hazard detection, with no uniform temporal signature associated with learning. These findings suggest that hazard perception learning in drivers with autism does not follow a single pathway and cannot be inferred from any single performance or physiological metric. Instead, multimodal, within-participant analysis is critical for capturing meaningful individual adaptation during simulation-based training. The results have implications for the design and evaluation of driver training systems, supporting flexible, learner-specific assessment frameworks and adaptive approaches that accommodate diverse patterns of engagement and learning.

Digital game-based interventions have shown promise in improving STEM engagement and conceptual understanding among elementary students. This study focuses on how a game-enhanced, whole-class mathematics intervention influences the fraction performance and conceptual development of students with learning disabilities (LDs). Using a triangulated mixed methods design, we analyzed pre- and post-intervention data from students in intervention and comparison classrooms. Students participating in the game-based instruction demonstrated medium, positive gains in both performance and conceptual reasoning, in contrast to declines observed in the comparison group. The findings illustrate how equitable design principles can support mathematical growth among students with LDs, with implications for research and practice.

In this study, we evaluate the impact of a game-based supplemental fraction curriculum on student engagement, fraction knowledge, and STEM interest in inclusive elementary mathematics classrooms. Utilizing a robust experimental design, the research explores how a game-based interventions can augment traditional fraction instruction and promote STEM interest among students, including those with disabilities. The curriculum, grounded in Scheme Theory and Learning Trajectories, significantly improved students’ fraction understanding and STEM interest. These findings highlight the potential of integrating game-based learning into mathematics education to address foundational STEM concepts and advocate for further research to explore scalability and broader applicability. The results of the study underscore the potential of innovative educational strategies to enhance learning outcomes and fostering interest in STEM careers among diverse student populations.

Purpose: The integration of technology in special education can profoundly enhance student outcomes (Marino et al., 2024a). For instance, assistive technologies such as speech-to-text software and communication devices enable students with disabilities to participate more actively in the learning process (Fernández-Batanero et al., 2022). Additionally, adaptive learning platforms can customize content to meet individual student needs, fostering personalized learning experiences (Contrino et al., 2024). Moreover, technology can support differentiated instruction, equipping teachers to address the diverse learning profiles and capabilities within their classrooms (Unal et al., 2022). Numerous impediments obstruct the efficacious integration of technology in special education training and implementation. These include inadequate access to requisite technological resources, insufficient professional development opportunities and limited administrative support (Brennan et al., 2024). Furthermore, educators frequently encounter difficulties tailoring technology to the distinct needs of their students, necessitating specialized training and sustained support across the teacher education process (Basham et al., 2024; US Department of Education, 2024a).Design/methodology/approach: This manuscript describes how the University of Maine’s (UMaine) Special Education Teacher Preparation Program addressed these challenges in its special education teacher preparation program through a strategic partnership with the National Center on Innovation, Design and Digital Learning’s (CIDDL) Tech Alliance. Sponsored by a grant from the US Department of Education Office of Special Education Programs, the alliance provides technical assistance for teacher preparation programs to improve technology integration and enhance student performance. The case study begins with a description of the CIDDL Center, followed by the demographic trends of Maine’s PK-12 public school students. Next, an analysis of the UMaine program provides insights into its challenges related to these topics. Finally, the outcomes of this case study are discussed.Findings: The administration and faculty reported ten primary barriers to (RQ1): “What are current barriers related to the UMaine Special Education Teacher Preparation Program’s ability to increase the capacity of education technology integration during the teacher preparation program?” In response to (RQ2): “What was the faculty’s base-line knowledge and capacity to leverage technology within the University of Maine College of Education and Human Development (COEHD) special education, educator preparation programs, and other related education programs?” About 80% of faculty surveyed indicated they considered themselves to have moderate to expert knowledge of the use of digital tools when conducting research/literature reviews (e.g. accessing research databases, locating resources, checking for relevance and credibility of sources). About 80% also indicated having moderate to expert knowledge of the use of technology for communications, such as the use of digital tools for communication/collaboration (e.g. social media, collegial interactions, communities of practice, etc.). Findings also indicated the following faculty needs, which are consistent with the program needs. (1). Limited understanding of how emergent technology can support students with disabilities. (2). Limited knowledge to incorporate Universal Design for Learning during courses taught by professors outside special education. (3). Limited knowledge and abilities to conduct student clinical observations at a distance using technology. In response to (RQ3): “In what ways could the special education program support sustainable strategies to increase innovative technology practices to support positive outcomes for preservice teachers and their future PK-12 students with and without disabilities?” Findings indicated the need for a clear vision at the college and program level of how different types of technology (e.g. assistive technologies, virtual reality, augmented reality and artificial intelligence) could be integrated in the coursework.Research limitations/implications: This exploratory case study examined UMaine’s Special Education Teacher Preparation Program and its collaboration with the national CIDDL as part of a Tech Alliance initiative. Researchers employed a practice-oriented design (Ebneyamini and Sadeghi Moghadam, 2018) that incorporated multiple data sources, contextual analysis and both qualitative and quantitative data to ascertain the educator preparation program needs related to equipping teachers to utilize technology. The research is limited in that it addresses only one program in the United States. However, the Tech Alliance included ten programs.Practical implications: The barriers noted for research question one are common across educator preparation programs (EPPs) throughout developed nations (Kerkoff and Cloud, 2020). For example, a study by Williams et al. (2023) indicated the influence of EPP program culture in relation to supporting teacher candidates’ growth is critical as they progress through technology-infused teacher preparation. Additionally, Karchmer-Klein et al. (2021) found that specifically developing teachers technological, pedagogical and content knowledge (TPACK) was crucial, yet not enough to lead to sustained technology integration across teachers’ pedagogical practice in the long term. The authors noted that although participants in their study perceived technology as important, there was a mismatch between this belief and the actual integration of technological tools into their teaching practice (Karchmer-Klein et al., 2021). The lack of access to assessment methods using technology and the integrated use of UDL in course design are also common barriers (Graziano et al., 2023; Marino et al., 2024b; Weisberg and Dawson, 2023). Graziano and colleagues identified key pillars that EPPs should strive for: (1) technology integrated coursework throughout their EPP curriculum, (2) faculty-modeled experiences, (3) opportunities to practice with reflection and (4) fostering of technology self-efficacy amongst EPP students. Likewise, Weisberg and Dawson (2023) noted two pedagogical styles were particularly beneficial for students in EPPs: (1) leveraging technology to teach about equitable and socially just access to education for all learners and (2) adopting a critical stance toward the role of technology integration in schools through modeling digital equity pedagogy.Social implications: The integration of emerging technologies, such as artificial intelligence, in special education, as demonstrated by the University of Maine’s program, provides a transformative model that can be adopted worldwide. The necessity of comprehensive professional development and strategic collaboration is emphasized, aligning with global trends toward inclusive education and promoting equitable learning opportunities (Contrino et al., 2024; Fernández-Batanero et al., 2022). The use of assistive technologies, adaptive learning platforms and digital resources in special education is crucial for addressing the diverse learning needs of students with disabilities, making this model relevant and replicable in various educational contexts internationally. Barriers identified in the manuscript, such as limited access to technological resources, insufficient professional development and lack of administrative support, resonate with challenges faced by educational institutions globally. Addressing these challenges through strategic partnerships, as exemplified by the collaboration with the CIDDL, offers a framework for enhancing infrastructure and faculty capabilities internationally (Brennan et al., 2024; Gangone and Fenwick, 2024). Building digital literacy among teacher candidates and integrating Universal Design for Learning (UDL) principles into curricula fosters a more inclusive and technology-driven approach to special education, encouraging global educational stakeholders to prioritize similar strategies within their own contexts (Marino et al., 2024b).Originality/value: The findings of this exploratory case study underscore the critical importance of integrating emerging technologies into special education teacher preparation programs. UMaine’s collaboration with CIDDL demonstrated that strategic partnerships and targeted professional development can significantly enhance the digital readiness of preservice teachers. This study noted comprehensive professional development, sustained support and the adoption of UDL principles are essential for equipping educators with the skills necessary to effectively incorporate technology into their teaching practices.

Integrating Artificial Intelligence-Powered Personalized Learning (AI-PPL) in special education teacher preparation represents a shift toward tailoring educational experiences to meet the unique needs of preservice teachers and students with disabilities. This article explores the implementation of AI-PPL tools in teacher preparation programs, highlighting their potential to customize learning experiences, provide adaptive feedback, and enhance engagement through interactive content. This review of current AI-PPL functionalities, such as adaptive learning environments and customized feedback mechanisms, demonstrates how AI-PPL can impact teaching practices and student learning outcomes. The article introduces critical attributes for successful AI-PPL integration, such as ensuring accessibility and inclusivity. It calls for further professional development to enhance educator competency and skills. By presenting real-world examples and guiding questions for special education faculty, the authors offer practical insights for educators and faculty members to effectively navigate the complexities of adopting AI technologies in teacher preparation programs.

Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplemental fraction curriculum in elementary classrooms, including how teachers implemented the curriculum, their perspectives and experiences as they used it, and their students’ resulting fraction learning and STEM interest. Teachers implemented the supplemental curriculum with varying adherence but had common experiences throughout their implementation. Teachers expressed experiences related to (1) time, (2) curriculum being too different, and (3) too difficult for students. Their strategies to handle those phenomena varied. Teachers that demonstrated higher adherence to the game-enhanced supplemental fraction curriculum had students that displayed higher STEM interest and fraction learning. While this study helps to better understand elementary teachers’ experiences with game-enhanced mathematics curricula, implications for further research and program development are also discussed.

People with disabilities are underrepresented in STEM as well as information, communication, and technology (ICT) careers. The underrepresentation of individuals with disabilities in STEM may reflect systemic issues of access. Curricular materials that allow students to demonstrate their current fraction knowledge through multiple means and provide opportunities to share and explain their thinking with others may address issues of access students face in elementary school. In this study, we employed a sequential mixed-methods design to investigate how game-enhanced fraction intervention impacts students’ fraction knowledge, engagement, and STEM interests. Quantitative results revealed statistically significant effects of the program on students’ fraction understanding and engagement but not their STEM interest. Qualitative analyses revealed three themes—(1) Accessible, Enjoyable Learning, (2) Can’t Relate, and (3) Dreaming Bigger—that provided contextual backing for the quantitative results. Implications for future research and development are shared.

This manuscript presents a preliminary discussion of Artificial Intelligence (AI) as a disruptive technology with the potential to significantly change special education practices. The article begins with a brief description of the development of AI. The authors recognize our assertions are subjective and require further research. Several references are not peer-reviewed because educational research takes years to conduct, analyze, and disseminate outcomes. In this manuscript, we discuss current software used for writing with students in special education and discuss similarities and differences with AI software. This discussion is followed by questions and examples related to implementation, ethical and policy considerations, and preservice special education teacher preparation. The article concludes with future considerations for how AI will impact the special education technology field.