In e na ional Jou nal o Social Science and Human Resea ch
ISSN (p in ): 2644-0679, ISSN (online): 2644-0695
Volume 08 Issue 11 No embe 2025
DOI: 10.47191/ijssh / 8-i11-71, Impac ac o - 8.007
Page No: 9103-9107
IJSSHR, Volume 08 Issue 11 No embe 2025 www.ijssh .in Page 9103
The In oduc ion o In o ma ion and Communica ions Technologies in o he
Lea ning P ocess and P omo ing Inclusi e Educa ion
Ianina Gigibe ia1, Roman Samkha adze2, Maia Ke khish ili2, Lia Gachechiladze2
1Facul y o Social Sciences, Depa men o Psychology, Geo gian Na ional Uni e si y (SEU), Geo gia
2Facul y o In o ma ics and Con ol Sys ems, Geo gian Technical Uni e si y, Geo gia
ABSTRACT: The p esen ed a icle deals wi h he issues o de elopmen , use, and implemen a ion o in o ma ion echnologies in
he lea ning p ocess o gene al educa ion schools. The issues o inclusi e educa ion a e discussed. The causes o p oblems a ising
in he lea ning p ocess o s uden s wi h special educa ional needs a e p esen ed. I is shown ha in o de o imp o e he lea ning
p ocess o s uden s wi h special educa ional needs, i is necessa y o de elop app op ia e so wa e.
KEYWORDS: Inclusi e educa ion, in o ma ion echnology, educa ional p oblems, so wa e aining.
Mode n compu e echnologies ha e become deeply in eg a ed in o a ious aspec s o human ac i i y, including
pedagogy. This made i possible o c ea e and de elop new di ec ions in he ield o pedagogy. Today, compu e -based and
dis ance lea ning, along wi h he use o anima ions and o he ools, ha e become essen ial elemen s o he eaching and lea ning
p ocess. T aining p og ams a e being de eloped ha inc ease he likelihood o s uden s disco e ing hei abili ies, acili a e he
lea ning p ocess, inc ease mo i a ion, and ac i a e hei in ellec ual and men al abili ies.
The Geo gian Na ional Cu iculum ecognizes he abili y o use in o ma ion and communica ions echnologies as one o
he key c oss-cu ing compe encies—digi al li e acy. I s eaching and de elopmen canno be conside ed independen o academic
disciplines, sepa a ed om hei con ex . The de elopmen o digi al compe ence should occu in all academic disciplines,
ollowing he achie emen o s anda d-complian ou comes. Digi al compe ence should be de eloped h ough e ec i e in eg a ion
wi h co e academic disciplines (Gigibe ia I., 2017).
Global expe ience shows ha he use o in o ma ion and communica ions echnologies is especially e ec i e in lessons
whe e isual suppo ma e ials play a c ucial ole. The mul imedia na u e o echnologies allows s uden s o isualize a pa icula
chemical, physical, o biological phenomenon. S uden s may a el o coun ies whose language, cul u e, his o y, o geog aphy
hey a e s udying and e c. (Gigibe ia I., 2017).
I is desi able o make maximum use o in o ma ion and communica ions echnology esou ces in he eaching-lea ning
p ocess. P in ed pos e s, maps, and simila ma e ials a e mainly in ended o demons a ion, while elec onic ools, in addi ion o
e ec i ely deli e ing ma e ial o s uden s, can also in ol e hem in he p ocess o c ea ing new lea ning esou ces.
The bes esul s a e achie ed by assigning homewo k ha equi es he use o a compu e - sea ching o ma e ial on he
In e ne , p in ing ex , comple ing es s, compiling sp eadshee s and p esen a ions, making a ideo clip, ma king places on an
elec onic map, e c.
Such asks inc ease mo i a ion. S uden s enjoy using compu e s, which a e no only en e aining o hem, bu also a
symbol o mode ni y and success. In addi ion, any ask can be ei he indi idual o g oup.
The use o in o ma ion and communica ions echnologies is mos e ec i e du ing p ojec wo k, pa icula ly when
p epa ing ma e ials o a inal p esen a ion. A his s age, a ious digi al ools such as came as, ideo came as, dic aphones,
scanne s, and p in e s can be u ilized, all o which con ibu e o he de elopmen o ano he key c oss-cu ing compe ency ou lined
in he Na ional Cu iculum—media li e acy.
In o ma ion and communica ions sys ems can be used o c ea e a ious ypes o elec onic ools - ex s, sp eadshee s and
p esen a ions. I is possible o use o ice p og ams, pho o, audio and ideo edi o s. Also, he use o geog aphic in o ma ion
sys ems and map-making p og ams. The In e ne may be used bo h o sea ch o ma e ials and o publish o sha e ma e ials, e c.
By comple ing such asks, he s uden ully mas e s he pu pose ul use o in o ma ion and communica ions echnologies.
The In oduc ion o In o ma ion and Communica ions Technologies in o he Lea ning P ocess and P omo ing
Inclusi e Educa ion
IJSSHR, Volume 08 Issue 11 No embe 2025 www.ijssh .in Page 9104
I is common p ac ice o conduc a summa i e lesson, whe e a single opic is explo ed o e mul iple sessions. A he end,
he ma e ial is e iewed, and he knowledge and skills gained a e consolida ed. Ac i i ies can be planned in such a way ha a
single p oduc is c ea ed o he summa i e lesson om he ma e ials c ea ed by s uden s o e se e al lessons.
When pe o ming g oup asks using a compu e , he moni o , which displays he s uden 's wo k p ocess, becomes a kind
o a en ion mobilize o he es o he g oup membe s. E e yone can clea ly see he ex , image, and map displayed on i and is
mo e easily in ol ed in he p ocess. When wo king in his s yle, he s uden is no only p o ided wi h new in o ma ion, bu also
con ibu es o he ask and builds new knowledge himsel /he sel .
A p ojec o can also be used in he compu e oom, o e ing an excellen way o cap u e he a en ion o he en i e class. I
can display a a ie y o in o ma ion dynamically. When he lesson is well planned, he eache can use he p ojec o o di e en
ypes o ac i i ies. Fo example: show a pic u e, o an exce p om a ilm, e c. Du ing a mini-lec u e, use a small p esen a ion,
display he ask o be comple ed in class, make he assessmen c i e ia isible, allow he s uden o use he p ojec o o p esen he
comple ed ask, e c (Gigibe ia I., Samkha adze R., Gachechiladze L., 2016).
Resea ch conduc ed on he use o in o ma ion and communica ions echnologies in he eaching and lea ning p ocess
shows ha he e is cu en ly a se ious e o o in oduce mode n eaching me hods and echnologies in Geo gian schools.
Howe e , o imp o e he quali y o his p ocess, g ea impo ance is gi en o he ac i i y o schools and he compe ence o
eache s in he use o in o ma ion and communica ions echnologies.
Much depends on how he eache de e mines he in eg a ion scheme o echnology in o he lesson plan. The eache
should hough ully align echnological ools wi h he lesson's lea ning objec i es o mo e e ec i ely achie e he desi ed
ou comes. Technology should be a suppo ool, no an unnecessa y bu den in he class oom, o bo h he eache and he s uden s.
The eache should make a good connec ion be ween class oom managemen and he eaching s a egies he o she chooses.
(Gigibe ia I., 2016).
A eache 's ICT compe encies include he echnical and cogni i e skills o use hem, and he success ul use o hese skills
when accessing in o ma ion, p ocessing i , and wo king wi h ma e ials in elec onic o ma . These skills a e demons a ed when a
eache pu pose ully uses echnologies o sol e p oblems, p ocess and exchange in o ma ion, as well as o gene a e new ideas,
model, and con ol de ices.
A eache who has high compe ence in in o ma ion and communica ions echnologies is no limi ed o he echnical skills
and knowledge ela ed o he use o so wa e and de ices. ICT compe encies include he skills o adequa ely selec , use, and
e alua e echnologies in he lea ning p ocess. A eache wi h his compe ency should be able o e alua e and subs an ia e he
ad an ages o using ICT in he eaching o a pa icula subjec .
A success ul eache is one who, when planning he use o echnology in a lesson, akes in o accoun he ollowing key
ac o s: he s uden s' compe ence in in o ma ion and communica ion echnologies, he echnical base a his/he disposal, he goal
o he lesson he/she has planned and he app op ia e pedagogical s a egies, he ype o lesson (cu en , summa i e, p ojec - ype,
e c.), and, mos impo an ly, he opic o he lea ning ma e ial. Based on hese ac o s, he eache selec s he elec onic esou ces
he uses in he eaching p ocess and de e mines class oom managemen (Gigibe ia I.,2016).
One o he main asks acing gene al educa ion is o imp o e he quali y o lea ning and eaching o s uden s wi h
special educa ional needs and o acili a e he implemen a ion o inclusi e educa ion.
Cu en ly, c ea ing an equal lea ning en i onmen o people wi h disabili ies is one o he main p io i ies and challenges
o p og essi e coun ies a ound he wo ld. The ull inclusion o s uden s wi h special educa ional needs in he educa ional p ocess
is a p essing p oblem h oughou he wo ld. I is impo an o ind p omising eaching ools and me hods based on he analysis o
p o en schemes in o de o c ea e and es ablish an inclusi e lea ning en i onmen .
To acili a e he p ocess o inclusi e educa ion, i is necessa y o use and deepen knowledge abou he expe ience o he
in e na ional communi y in he ield o educa ion, which is cha ac e ized by cons an changes and he use o mode n echnologies.
To ensu e ha s uden s wi h disabili ies ecei e app op ia e quali y educa ion, i is necessa y o s udy and analyze he expe ience
accumula ed in e na ionally, modi y i by educa ion expe s, and adap i o he eali y o Geo gia. (Gigibe ia I.,2018).
Acco ding o in e na ional esea ch, he p ope use o in o ma ion echnologies, in pa icula aining p og ams, in he
educa ional p ocess is conside ed an e ec i e means o inc easing he engagemen o s uden s wi h special educa ional needs in
he educa ional p ocess and eaching. They, in u n, should be based on mode n di ec ion in he de elopmen and use o
in o ma ion echnologies.
As you know, s uden s wi h special educa ional needs ha e di icul ies in lea ning, which is ela ed o diso de s o hei
physical, men al and emo ional de elopmen . Acco dingly, hey need addi ional educa ional se ices, which in u n poses a new
challenge o he eache .
The main du y o a eache is o plan he lea ning p ocess based on he indi idual needs o s uden s, selec ing app op ia e
ac i i ies ha ensu e high le els o s uden engagemen o achie e speci ic ou comes. Lea ning should occu in an a anged
en i onmen whe e posi i e ela ionships and in e ac ions a e p io i ized. In such an en i onmen , he s uden is alued,
The In oduc ion o In o ma ion and Communica ions Technologies in o he Lea ning P ocess and P omo ing
Inclusi e Educa ion
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ecognized, and accoun able o hei own lea ning and de elopmen . The eaching and lea ning p ocess, which ac i ely in ol es
he s uden , is a knowledge-building p ocess g ounded in hei exis ing knowledge and expe iences. (Gigibe ia I.,2018).
Implemen ing he eaching p ocess o s uden s wi h di e en lea ning needs in he same space is much mo e con enien
wi h he use o compu e echnologies in he lesson p ocess. Th ough echnology, he eache can in ol e each s uden in lea ning
ac i i ies ailo ed o hei indi idual needs and p o ide ca e o hem while engaging he en i e class. As a esul , s uden s will be
able o comple e speci ic asks, he eache will moni o hem, and gi e di ec ions. In his case, all s uden s will be able o ecei e
he necessa y in o ma ion and acqui e he app op ia e skills ha will help hem p epa e o independen li ing and make u u e
choices. (Gigibe ia I.,2018).
S uden s wi h special educa ional needs o en possess mo e ad anced compu e skills han hei eache s and pee s. As a
esul , he in eg a ion o in o ma ion and communica ion echnologies in he class oom is e ec i ely used o p o ide equal
lea ning oppo uni ies o all s uden s (Gigibe ia I.,2016).
Nume ous cen es wo ldwide a e conduc ing esea ch o iden i y and imp o e mode n app oaches o suppo ing he
de elopmen o li e acy and communica ion skills in child en wi h special educa ional needs o all ages, using in o ma ion and
communica ion echnologies. Fo example, in he Uni ed S a es, in No he n Cali o nia, a cen e ("K-12 Teaching and Lea ning
om he UNC School o Educa ion") ha implemen s a p og am o wo king wi h s uden s wi h special educa ional needs uses a
h ee-pa ideo o imp o e and assess eading skills.
The wo k conduc ed wi hin his s udy and he analysis o he esul s con i m he need o in eg a ing in o ma ion
echnologies o enhance he educa ional p ocess. The cen e has de eloped "al e na i e pencils" o s uden s wi h special
educa ional needs who s uggle wi h using a egula pencil. A special p og am has also been de eloped o s uden s wi h hea ing
o ision impai men s (Samkha adze R.,2018).
Analyzing he esul s, i was e ealed ha he inclusion o in o ma ion and communica ions echnologies in he
educa ional p ocess and he use o special p og ams make he eaching and lea ning p ocess accessible o s uden s wi h special
educa ional needs. Teache s, expe s, and esea che s s udy he eaching p ocess, e alua e and analyze he esul s ob ained, and
de elop speci ic schemes o s uden s wi h simila educa ional needs.
Ob iously, p og ams de eloped o his pu pose a e ocused on de eloping essen ial li e skills o he child, which is
impo an o he in eg a ion o a s uden wi h special educa ional needs in o socie y and he de elopmen o his o he academic
skills.
I is wo h no ing ha no p og am pla o m allows eache s o change ce ain pa s o he p og am and asks o acili a e
s uden s' achie emen o he ou comes de ined by he subjec s anda ds o speci ic disciplines in acco dance wi h he Na ional
Cu iculum, while a he same ime aking in o accoun hei needs and abili ies.
This became a p e equisi e o us o hink abou a aining p og am de eloped based on web echnologies, in which i
would be possible o ake in o accoun he indi idual needs o s uden s wi h special educa ional needs.
In collabo a ion wi h he de elope , a demo e sion o a complex compu e p og am was planned and de eloped, which
was success ully es ed among a ge g oups.
Cycles o exe cises (ac i i ies) ailo ed o he indi idual needs o speci ic s uden s we e uploaded o he da abase o he
p og am's demo e sion, in acco dance wi h he esul s o be achie ed acco ding o a ious subjec s anda ds (ma hema ics,
na u al sciences). The exe cises we e a anged in cycles o inc easing di icul y, and in case o ailu e, he p og am's unc ionali y
ensu ed a e u n o he p e ious ask in o de o ac i a e p e ious knowledge. Using he demo e sion o he aining p og am
con ibu ed o inc easing he le el o in ol emen o he s uden s wi h special educa ional needs in he lea ning p ocess and
imp o ing he esul s.
Be o e he c ea ion o he demo e sion o he aining p og am, asks ailo ed o he indi idual needs o s uden s wi h
special educa ional needs we e p o ided in he o m o ca ds o s uden s wi h special educa ional needs om h ee di e en
schools, which in u n ga e us be e esul s han we would ha e ob ained wi hou he esou ce c ea ed acco ding o indi idual
needs. Howe e , using he demo e sion o he p og am, he a e o achie ed esul s changed signi ican ly.
Fo he nex s age, in o de o e ec i ely each elemen a y school ma hema ics, so wa e was de eloped, consis ing o
se e al ables o di e en pu poses:
1. Desc ip ion o ac i i ies;
2. Desc ip ion o exe cises;
3. Cha ac e iza ion and sepa a ion o g oups;
4. Cha ac e iza ion and sepa a ion o subjec s;
5. Desc ip ion o di icul ies;
6. Keeping a his o y o s uden wo k.
Fo each s age o he lea ning cycle, addi ional ins uc ions (key ques ions) we e included in he p og am, which we e
deli e ed acco ding o di e en lea ning modali ies ( isual and audi o y); In case o s uden ailu e, he p og am o e ed
The In oduc ion o In o ma ion and Communica ions Technologies in o he Lea ning P ocess and P omo ing
Inclusi e Educa ion
IJSSHR, Volume 08 Issue 11 No embe 2025 www.ijssh .in Page 9106
addi ional, mo e de ailed ins uc ions, and in case o epea ed ailu es, i p o ided ins uc ions in an audio o ma . The s uden was
assis ed in comple ing he ask by ins uc ions deli e ed in a o ma ailo ed o his/he p e e ed modali y.
In addi ion, upon ailu e a any s age o he cycle o exe cises a anged by di icul y, he p og am ac i a ed p io
knowledge by e u ning o he p e ious ask, which acili a ed he s uden 's knowledge-building p ocess.
In he p ocess o pe o ming exe cises (ac i i ies) using a compu e p og am de eloped based on web echnologies, he
s uden wi h special educa ional needs did no equi e he ull in ol emen o he eache . The eache acili a ed him/he and, i
necessa y, could change he ask cycle wi h o he exe cises in he da abase ha led o he same esul .
Fig. 1. Complex p og am menu.
Fig. 2. Use managemen page o he aining p og am
The complex p og am menu is shown in Fig. 1. The use managemen page o he aining p og am is shown in Fig. 2.
The p og am was w i en in s ages. I became mo e complica ed and complex, also g adually - by swi ching om PHP o
asp.ne m c. Acco dingly, he da abase was also swi ched om MySql o MSSql. In acco dance wi h he needs iden i ied in he
p ocess o wo k, i was e ined and g adually imp o ed. This p ocess is dynamic and con inues cons an ly.
P esen ed in his way, he p og am became easie o use in he eaching p ocess o a la ge numbe o eache s. A he
same ime, i became possible o each eache o use i o wo k wi h a la ge numbe o s uden s.
CONCLUSIONS
1. The a icle shows ha he de elopmen , use, and implemen a ion o in o ma ion echnologies in he eaching-lea ning
p ocess o gene al educa ion schools is a a he u gen p oblem.
The In oduc ion o In o ma ion and Communica ions Technologies in o he Lea ning P ocess and P omo ing
Inclusi e Educa ion
IJSSHR, Volume 08 Issue 11 No embe 2025 www.ijssh .in Page 9107
2. The causes o p oblems a ising in he eaching-lea ning p ocess o s uden s wi h special educa ional needs a e
analyzed: di e en abili ies o s uden s o assimila e he ma e ial o be s udied, di e en eadiness o s uden s, di e en in e es s,
e c.
3. I is subs an ia ed ha o imp o e he eaching-lea ning p ocess o s uden s wi h special educa ional needs, i is
necessa y o de elop app op ia e so wa e aining.
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2) Gigibe ia I., Samkha adze R., Te do adze M., Gachechiladze L. 2017. Dis ance lea ning o pupils wi h special
educa ional needs. GTU. Wo ks. Au oma ed managemen sys ems. N 2 (24). P. (47-54);
3) Gigibe ia I., Samkha adze R., Gachechiladze L. 2016. Me hodology o de eloping aining p og ams o di e en ia ed
educa ion. Nin h In e na ional Scien i ic Con e ence "Educa ional Managemen : Cu en Challenges and De elopmen
P ospec s". (No . 18-19, 2016. Go i. Geo gia. 2017. P. (29-31);
4) Gigibe ia I., Samkha adze R., Te do adze M., Ke khish ili M. 2016. The ole o he eache in he de elopmen o a
pupil wi h special educa ional needs. # 1-2. P. (364-366);
5) Samkha adze R., Gachechiladze L., Gigibe ia I. 2018. De elopmen o a so wa e aining p og am o eaching RAM
managemen p ocesses. Geo gian Technical Uni e si y. Wo ks. #1(507). ISSN 1512-0996, P. (32-41).
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