INTEGRATING TECHNOLOGY-ENHANCED ALTERNATIVE ASSESSMENT IN SPECIAL EDUCATION: PEDAGOGICAL, CULTURAL AND STRUCTURAL DIMENSIONS FOR INCLUSIVE PRACTICE
DOI:
https://doi.org/10.46827/ejse.v11i6.6256Ključne riječi:
alternative assessment, educational technology, cultural responsiveness, culturally sustaining pedagogy, inclusive policy, teacher professional developmentSažetak
This paper examines the integration of technology-enhanced alternative assessment within special education, exploring its pedagogical, cultural and structural dimensions. It addresses how innovative assessment practices, supported by digital tools and inclusive frameworks, can promote equity, autonomy and meaningful learning for students with diverse needs. Methodologically, it adopts a narrative literature review approach, synthesising theoretical and empirical contributions from both international and Greek scholarship to critically address the topic from an interdisciplinary perspective. Drawing on a comprehensive literature review of post-2020 research, this study synthesises evidence from international contexts, integrating perspectives from Universal Design for Learning (UDL), inclusive pedagogy and culturally responsive assessment. It critically analyses limitations and structural conditions (e.g., training gaps, technological inequalities) alongside cultural considerations (e.g., values, diversity, community engagement) to propose a conceptual framework linking these domains. The analysis confirms that alternative assessment methods, when combined with adaptive digital tools, can enhance motivation, self-expression and learning outcomes for students with disabilities (Fernández-Batanero, Montenegro-Rueda & Sánchez-Alonso, 2022; Dell’Aquila et al., 2023). AI-driven feedback, immersive environments and assistive technologies facilitate differentiated instruction and foster student agency. However, successful implementation is contingent upon educator competence, institutional commitment and equitable resource distribution. Cultural responsiveness emerges as a critical factor in ensuring assessment practices are not only accessible but also respectful of learners’ identities, experiences and community contexts. The interplay between structural barriers and cultural imperatives underscores the need for systemic approaches that integrate reflective practice, collaboration and shared pedagogical values. Educators and policy-makers must prioritise targeted professional development, investment in accessible digital infrastructure and collaborative assessment design involving students, families and communities. Schools should adopt flexible, pluralistic assessment models that reject one-size-fits-all standardisation in favour of pedagogical justice and learner-centred approaches. This study advances the discourse on inclusive assessment by uniting technological, structural and cultural perspectives in a single framework. It demonstrates that technology-enhanced alternative assessment in special education is not merely an innovation but a moral and educational imperative, capable of reshaping assessment into a process of empowerment, participation and cultural affirmation. The findings contribute to advancing the field of special education by providing actionable insights that can inform inclusive practices, policy development, and future research.
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