ICT Usage at the Family-School Interface: A Systematic Review on the Situation of Children with Special Educational Needs

Information and Communication Technologies (ICT) present novel avenues for communication, engagement, and education among children and adolescents with Special Educational Needs (SEN). Their utilization of ICT occurs both within the home and school environments, making the interface between family and school a pivotal area for understanding the conditions conducive to effective ICT utilization. Through a systematic review, this study aims to provide an overview of international research on the ICT usage of children with SEN at the family-school interface. A comprehensive search yielded 28 studies. Key findings underscore the importance of consistent device usage between home and school settings, as well as the ongoing social and technical support provided to parents and their children with SEN by trained professionals (educators, therapists, disability support personnel, tutors, and assistive technology specialists). Moreover, the positive attitudes of parents towards their children’s ICT usage and the facilitation of communication and interaction within the family are crucial factors. Effective communication with the school and professional staff also emerges as paramount. Mainstream mobile technologies, such as smartphones and tablets, exhibit significant potential for assistive purposes owing to their widespread acceptance and capacity to mitigate stigmatization associated with SEN.