Abstract
This article deals with current issues of modern pedagogical practices incorporated in Special and Inclusive Education and touches upon Social Stories as a supplementary powerful learning tool especially in cases of children with autism and other similar communication deficits. According to our literature review, Social Stories better respond to the needs and abilities of the children personality regardless of their age by presenting a considerable amount of social information and best describing social schemata and situations. Also, they provide guidance for socially appropriate attitudes and behaviors, encouragement and support in learning and educational setting, both verbally and visually supported. To set the theoretical frame of this topic, an overview of social constructivism theory and the Unified Theory of Acceptance and Use of Technology are provided. Moreover, what is also under discussion in this article relates to the new digital challenges that have lately emerged after the combination of Social Stories with ICTs. 
 
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Highlights
What is under thorough discussion in this paper relates to the new digital challenges that have lately emerged after the combination of Social Stories with Information and Communication Technologies (ICT)
This paper argues that social constructivist learning theory can offer an explanation for the mechanisms behind Social Stories and how they can promote interaction and collaboration among for individuals on the autistic spectrum
This paper intends to bring about some very meaningful and encouraging outcomes for children with autism or other kinds of Special Educational Needs. This foundational knowledge will certainly enhance teachers’, parents’ and other school practitioners’ intrigued to integrate learning methods build upon Social Stories in their teaching methodology with a view to offering targeted and effective instructional opportunities to their students with Special Educational Needs
Summary
"Inclusive education" nowadays calls for a radical change in deeply rooted educational mentalities requesting from the school staff to willingly renounce their practices in terms of student grouping, assessment and teaching and to adopt up to date techniques during their teaching (Ioannidi, 2020) In this sense, individual differences are addressed as a normal and expected reality within the whole spectrum of education while the learning process tends to adjust each student’s needs. Well trained and efficient teachers decide to incorporate special instructional tools in an attempt to modify their teaching methodology so as to cater for the special needs of all their students To accomplish that, they take advantage of current pedagogical methods as it has been proven that they provoke and sustain students’ interest, boost their performance and ameliorate their behavior (Riga, 2018).
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