International education policy is increasingly focused on contemporary humanistic trends that promote equity and the acceptance of diverse learner needs. Undoubtedly, the technological progress of the past decade has created real opportunities for the effective inclusion and active participation of students with special educational needs (SEN) in mainstream educational settings. Technologies hold significant potential to provide the necessary support to facilitate learning for students with SEN, reduce difficulties, and improve academic outcomes. By enabling the personalisation of the learning process according to the educational specificities and preferences of students with various types of disabilities, technology makes learning more accessible and more democratic. In addition, it offers improved conditions for independent learning and communication. These tools not only enhance learner engagement and motivation but also foster the development of positive social interactions, which are essential to the inclusion process. This highlights the need to explore ways and approaches through which technology can ensure equal opportunities for every student. In doing so, conditions are created to implement the core idea of inclusive education – not merely adapting the student to the environment, but adapting the environment to the abilities and needs of the student.

The aim of the present study is to examine the actual state of ICT integration in the education of students with SEN in Bulgaria and to identify the factors that influence teachers’ decisions to use digital technologies in their pedagogical practice when working with learners with various types of disabilities. The research was conducted within the framework of the project SUMMIT BG-RRP-2.004-0008, funded by the European Union – NextGenerationEU, through the National Recovery and Resilience Plan of the Republic of Bulgaria. The project focuses on investigating the actual state of digitalisation in the Bulgarian educational system. One of its key research areas is the use of digital technologies by secondary school teachers in the education of students with SEN.

The study presents findings from 221 teachers across 30 schools in Bulgaria. It explores respondents’ views on the potential of digital technologies and the actual practices of ICT integration in SEN education. The data reveal a limited use of ICT, both regarding the number of teachers who implement it and the range of specialised software applied. This is attributed to a variety of factors, including technological infrastructure, lack of specialised software, institutional support, and others.

The school practices currently implemented in Bulgaria do not fully meet the expectations of many parents, teachers, and society as a whole. The existing gap between standards and actual practices in delivering flexible and effective education for students with SEN highlights the need for change and the search for productive pedagogical approaches, including those involving the use of diverse digital technologies. The findings provide a basis for formulating recommendations to stakeholders, aimed at promoting pedagogically grounded use of the potential of ICT to create an inclusive and accessible learning environment.

Keywords: Students with SEN, digital technologies, inclusive education.