ASSISTIVE TECHNOLOGIES AS THE CONTENT CORE OF DIGITAL COMPETENCE OF FUTURE SPECIAL EDUCATION PROFESSIONALS

Abstract

This article provides a theoretical justification for assistive technologies as the content core of digital competence for future special education professionals. The relevance of the study stems from the fact that digital competence in the field of special and inclusive education cannot be limited to the general ability to use information and communication technologies, but must encompass ensuring accessibility, individualization, communication support, participation, and safe interaction for learners with special educational needs. Based on an analysis of international frameworks for digital competence, approaches to inclusive digital education, principles of universal design for learning, and contemporary research on the use of assistive technologies, their place in the structure of professional training for future special education specialists has been determined. It is demonstrated that assistive technologies should be viewed not merely as individual technical support tools, but as a system of pedagogically sound solutions aimed at overcoming access barriers, supporting communication, individualizing learning, compensating for functional difficulties, and expanding educational participation. The article summarizes the main groups of assistive technologies by pedagogical purpose and defines their role in ensuring accessibility, individualization, participation, reducing barriers, evaluating effectiveness, and the ethical use of digital solutions. Requirements are formulated for training future special education professionals in the use of assistive technologies, specifically analytical-diagnostic, instrumental-adaptive, methodological, communicative, team-based educational support skills, reflective-evaluative, and ethical and safety-oriented skills. This strengthens the practical orientation of the study. It is concluded that assistive technologies should be viewed as a practical mechanism for developing the inclusive component of digital competence, since it is through their selection, adaptation, implementation, and evaluation that future special education specialists implement the principles of accessibility, individualization, and participation in the digital educational environment.