Abstract: This critical literature review examines the use of digital learning environments in special and inclusive education, focusing on assistive technologies, adaptive platforms, artificial intelligence, online learning, smart learning environments, and teacher competence. The review addresses three main questions: what benefits these environments offer students with special educational needs and disabilities, what knowledge and competencies teachers need to use them effectively, and what barriers limit their inclusive value. The findings show that digital tools can improve access, communication, engagement, self-paced learning, and social participation when they offer flexible, multimodal ways to learn. However, technology alone does not create inclusion; its success depends on teacher guidance, institutional support, reliable infrastructure, accessibility by design, and careful ethical governance. The review also highlights risks such as cognitive overload, weak accessibility, unequal access, privacy concerns, and biased or opaque AI systems. Overall, digital learning environments can support more equitable education, but only when guided by learner needs, teacher judgement, and clear lines of responsibility.

Keywords: digital learning environments, inclusive education, special educational needs and disabilities, assistive technology, artificial intelligence, smart learning environments, teacher competence, accessibility, educational equity

Pages: 60-72