Abstract
We elicit some critical views on how the applications of information communication technology (ICT) can be approached for people with special educational needs (SEN). The findings, based on a number of concrete case-studies, clearly confirm that, despite of the huge research and developmental effort having been made for advancing ICT applications in education, ICT as a whole is surprisingly lacking a systematic discourse with educational domains, even much less concerning those who have learning difficulties. Whilst well known technical tools such as word-processors, screen-reading software and problem-solving software packages still provide useful snapshots of ICT applications from particular points in time, we argue that these pictures now require updating. To enable the ICT development crossing multi-disciplinary boundaries, a meta-synthesis approach is innovated. The approach consists of four inter-operated components through ICT, i.e., assistive, sensory, communicative and interactive component.
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