Digital Transformation of Education as a Space For Supporting Learners With Special Needs — Challenges And Prospects For Inclusion

Introduction: Digital technologies and processes of digitalization of education have contributed to the realization of the principle of equal access to education. This study focuses on the implementation of inclusive education within the framework of digital transformation as a response to the special educational needs of perfectly integrated students. Methods: The following methods were used in the study: a questionnaire, a pedagogical experiment, a comparative analysis of graduates' educational outcomes before and after the use of educational technology, and mathematical data processing according to Pearson's criterion. Results: A systematic categorization of traditional and digital models of inclusion in inclusive pedagogy was conducted, and the prospects for using proactive digital inclusion approaches in pedagogical practice were explored. A system of criteria and sub-criteria for self-analysis of the effectiveness of digital inclusive methods in modern education has been developed. The conclusions of the self-analysis indicate the inadequacy of the didactic capabilities of educational resources, low flexibility of interfaces of educational platforms, inadequate service support, insufficient qualifications of teachers in inclusive education, as well as inadequate targeting systems in the process of integrated learning. A statistical study of the effectiveness of the use of modern educational technologies in teaching children with special needs has shown positive dynamics in the essence of educational achievements of a significant number of students. Conclusions: The use of advanced technologies provides broad prospects for the organization of integrated learning and involves the development of complex hardware, methodological and technological solutions for this category of students.