Boletín de literatura oral, 10 (2023), pp. 1-6

KEYWORDS: digital technology, smart board, students with different abilities, adapted teaching 
Introduction 
Literary The characteristics that these children have make them more "specific" and as a separate challenge in 
terms of their management in inclusive classes when this is supported by technology in teaching and moreover 
when it is reflected in the project-based learning model. This means that the staff of teachers who will work with 
them must be more "specialized" and the work with them must be more concrete in relation to the needs and 
abilities that everyone has to learn. 
Different studies have addressed the problems that inclusive classes have today and the challenges that teachers 
face in these classes. Teaching in technology-based inclusive classrooms requires adaptation based on the 
abilities and needs of students with special needs. The use of technology in teaching is seen as a challenge for 
both teachers and students with special needs. 

---

ISSN: 2173-0695
~ 2 ~ 
 
 BOLETÍN DE LITERATURA ORAL, 10 (2023), PP. 1-6
The readiness of teachers for a teaching as close as possible to the needs and abilities of the student, which 
requires engagement, creative thinking and effective strategies in the classroom, is influential in effective 
teaching (Villa & Thousand 2003). 
Assisted and technology-supported teaching has also found a use in inclusive classrooms. Project-based 
teaching and new methods have found a suitable ground in Albanian schools as well. As a new and advanced 
practice, the use of these new methods and techniques, also supported by digital technology, have caused 
Albanian teaching to change both in form and content. 
The use and application of digital technology in teaching, as an innovation for Albanian schools, can and should 
be massiveized throughout our educational system, both in the preschool and primary schools. The inclusion of 
smart boards in the classroom creates a new climate in the classroom, which makes teaching well-suited and 
assimilable even for children with disabilities 
This study undertakes to analyze how prepared teachers feel to work towards the realization of programs 
through an adapted teaching for differently abled students supported by this technology. 
On the face of it, this seems like the "first" problem, but what should be emphasized in this paper is: the 
possibilities that our teachers have for adapting this teaching, in relation to everyone's abilities and needs. Since 
the use of modern methods and techniques as well as digital technology in teaching, or even the improvement of 
Smart tables in the classroom, make academic knowledge easier to assimilate even for this category of children. 
This constitutes one of the challenges we have in relation to the education of these children in inclusive 
education. As we see that some teachers do not even have sufficient training on Disability or on the "problems" 
that different children have. But there are also those teachers who "abandon" these children by placing them at 
the end of the class or not integrating them into the lesson. 
These "challenges" are related to the possibility of adapting teaching, which in this case means adapting 
teaching to the skills and needs of these students. As well as adapting the curriculum with which these students 
work. This "adaptation" must be understood and acted upon with "special" programs that help students with 
special needs to be as active as possible in the classroom.