Exploring EdTech Through Affordance Theory to Implement a Digitally Integrated Special Education Curriculum

This study seeks to investigate the implementation of EdTech grounded in affordance theory inside the digitally integrated special education curriculum. Affordance theory offers a conceptual framework that efficiently directs interactions between learners and learning environments, significantly aiding personalized learning to address the varied educational requirements of students with special needs. This research categorizes EdTech in special education into four types: mobility and accessibility support, immersive learning environments, game-based tools for enhancing learning motivation, and individualized support for learners. Each category of EdTech is analyzed through affordance aspects, with particular recommendations for their implementation provided. EdTech, analyzed through the lens of affordance theory, can improve learning accessibility, promote learner engagement, and facilitate self-directed learning experiences for students with special needs. This study proposes a basis for investigating the educational use of modern technology in addressing the requirements of educational environments through the use of affordance theory. This research provides an empirical framework for educational decision-making concerning the utilization of EdTech in special education and establishes a premise for improving and personalizing the learning experience for students in future special education settings.