From digital equality to social integration: Sociological foundations of technology use in special education
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Abstract
The sociological implications of technology use in special education remain underexplored, as prevailing approaches often frame disability through a medical lens that reinforces social exclusion and the digital divide. This study addresses this gap by examining technology within special education as a sociological right rather than merely a pedagogical aid. Grounded in qualitative research and employing document analysis, the study draws on the social model of disability alongside Labeling Theory and Structural Functionalism to analyze how technological infrastructures shape processes of social integration. The findings indicate that technology contributes to digital equity, mitigates the effects of social labeling, and repositions individuals with special needs from dependent subjects to active social actors. By enhancing autonomy and access to knowledge, technological adaptation functions as a mechanism that challenges structural barriers embedded within educational institutions. The study concludes that technology policies should be reframed within a social justice perspective rather than a device-oriented approach. It recommends removing economic obstacles and embedding sociological awareness of technology use into teacher education programs to foster inclusive and equitable educational systems.
Keywords: Digital equity; inclusive education; labeling theory; social integration; structural functionalism.
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