This scoping review examines the utilization of inclusive technologies for students with neurodevelopmental disorders after the COVID-19 pandemic. It classifies technologies into six categories: task-specific software, virtual and augmented reality, video modeling, hardware equipment, learning environments, and computer-mediated communication systems for interactions with peers and tutors occurring online. Findings indicate that most interventions focus on academic skills, with limited emphasis on fostering social inclusion or peer interaction. Intellectual and developmental disabilities were the most represented conditions, followed by learning disabilities and Attention-deficit/hyperactivity disorder. Gaps include the need for more holistic pedagogical frameworks and insufficient research on emotional well-being and long-term impact, highlighting the need for future exploration.
Traina et al. (2026) studied this question.