Individualized English Language Learning for Students with Disabilities through Adaptive Educational Technologies

Abstract

The integration of adaptive educational technologies into language education creates new opportunities for providing individualized learning experiences for students with disabilities. Traditional approaches to English language teaching may not always adequately address the diverse cognitive, sensory, communicative and learning needs of such students. The development of flexible and accessible learning environments is therefore becoming increasingly important, particularly in home-based education. This study explores the potential of adaptive educational technologies for individualizing English language learning for students with disabilities. Particular attention is given to the adaptation of learning materials, instructional pace, task complexity, communication formats and assessment strategies. The study argues that digital resources, multimedia tools, interactive exercises, speech technologies and applications based on artificial intelligence can facilitate differentiated instruction and increase students’ engagement and autonomy. At the same time, technology should not be regarded as a substitute for pedagogical interaction. Its effectiveness depends largely on the teacher’s ability to select and adapt technological tools according to the learner’s individual educational needs. The findings suggest that a combination of individualized instruction and adaptive technologies can contribute to a more accessible, flexible and learner-centred approach to English language education.