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Abstract Learning disabilities present formidable obstacles for children in their educational journeys, often overlooked or misunderstood. This research aims to address two critical issues: the differentiation between learning and intellectual disabilities, and the resistance of teachers to integrating technology into education. In response, a comprehensive approach was adopted. Firstly, a mobile application was developed to screen for potential learning disabilities, offering teachers insights into individual student challenges and personalized lecture adaptations. Secondly, a quasi-experimental pretest–posttest study was conducted, comparing student performance following traditional and technologically supported lectures. Results from the study revealed significant score improvements among students identified as potentially having learning disabilities when exposed to technologically supported lectures. Conversely, students not identified as potential cases remained within the normal range of performance. These findings underscore the potential of technology to enhance educational outcomes for children with learning disabilities while highlighting the importance of recognizing and addressing these challenges in educational settings. By bridging the gap between identification and intervention, this research contributes to a more inclusive and effective educational environment.
Adjiovski et al. (Fri,) studied this question.