In contemporary society, digital competencies are becoming crucial for the successful functioning of individuals and communities. The European Commission and national strategies emphasize that digital literacy encompasses not only theoretical knowledge but also the ability to think critically, creatively apply digital technologies, and adapt to rapid changes in the digital environment. For students with special needs, the development of these competencies is particularly important as it enables better access to information, inclusion in educational processes, and improved opportunities for further education and employment. Inclusive digital education not only reduces inequalities but also contributes to broader social inclusion and the narrowing of the digital divide.

This study focuses on the foundational principles for developing digital competencies in students with special needs, a critical yet often overlooked aspect of inclusive education. The goal is to analyze existing practices, legislation, and strategies at both the national (Slovenia) and European levels, identify shortcomings, and propose tailored approaches to improve digital literacy for this population. The research includes a review of legislative frameworks, such as Slovenian educational laws, and international guidelines, such as the Digital Education Action Plan (2021–2027) and the Digital Skills and Education Package (2023).

The findings highlight systemic deficiencies, including limited adaptation of digital tools, a lack of pedagogical strategies for individualized support, and outdated technology. The results underscore the indispensability of digital competencies for ensuring equitable access to education, as they facilitate the adaptation of the learning environment to the specific needs of students with special needs. Digital environments, such as learning support software, adaptive platforms, and access to interactive learning materials, enable these students to gain easier access to knowledge. This also includes specific adaptations such as larger fonts, voice-supported applications, and flexible curricula. However, the study reveals that such adaptations are rarely utilized in Slovenian schools and are often restricted to individual initiatives or projects.

The development of specialized digital competencies is essential for bridging the digital divide and enhancing the life opportunities of students with special needs. With appropriate adaptations and support, digital technologies can serve as a bridge that enables these students not only to successfully participate in educational processes but also to acquire the knowledge and skills needed for further education and employment. Digital competencies promote independence, self-confidence, and the ability to integrate into society on an equal footing. Additionally, they enhance creativity, innovation, and critical thinking, which are key skills for thriving in the modern digital environment.

By addressing these challenges, this study raises important questions about the future of education for children with special needs in the digital era and offers guidance for improving the quality and accessibility of education in Slovenia and beyond.

Keywords: Digital competencies, digital divide, educational adaptations, inclusive education, special needs students.