Interactive White Boards’ Added Value in Special Education

Athanasios Drigas, George Papanastasiou


Interactive whiteboards indicate positive effects on students with special educational needs and promote a multi sensory style of learning. In this review paper we cope with the studies that explore the integration of IWBs in special education, in the last fourteen years (2000-2013). Research showed that interactive whiteboards are able to keep Special Education Needs students engaged in classroom facilities scaffolding their learning through technical and pedagogical interactivity. This technology has proven its value added to students with severe, complex, moderate learning disabilities, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder and on deaf, blind or physically impaired.


IWB; interactive; multimodal teaching; special education needs;

Full Text:


International Journal of Online and Biomedical Engineering (iJOE) – eISSN: 2626-8493
Creative Commons License
Scopus logo Clarivate Analyatics ESCI logo IET Inspec logo DOAJ logo DBLP logo EBSCO logo Ulrich's logo Google Scholar logo MAS logo