Over the last 2 decades, the awareness and adoption of information technology have rapidly increased across the most business sector (education inclusive). As students with disability continue to experience a wide range of problems, ranging from

learning difficulties, and integration with other students, to teachers and school discrimination. Information Technology has been identified as a tool that can use be used to improve or enhance the learning process of special needs students. To foster learning activities in schools for disabled students, the use of Information and Communication Technologies has been introduced. This innovation was introduced to assist students during their lifetime and to increase access to learning resources and knowledge. However, to investigate the effectiveness or efficiency of these technologies, Drigas and Ioannidou conducted a systematic review of the literature to evaluate studies conducted from 2001 to 2010 that deal with diagnosis and intervention programs for special education.

Past research has highlighted the following as areas of special educational needs for students with disabilities; behavior, communication interaction, sensory and physical, cognition and learning, and emotional and social development. Expanding ICT in school was identified by most studies to create a good environment for learners with varying abilities and diversities. The use of ICT has been identified as a way to give students with disabilities equal opportunities in learning. Although the authors have conducted similar work on the use of ICT for deaf and hearing-impaired learners or students. ICT has been integrated for learning the purpose of different types or forms of disabilities (visually impaired, deaf and hearing impaired, motor impaired, autistic spectrum disorders, reading and writing difficulties, dyslexic learner, difficulties in memory, etc.).

The use of ICT in schools for the disabled has been found to play a vital role in shaping the skills and knowledge of special educators, therapists, school staff, etc. The

diagnostic tools that were developed and introduced help determine the best ICT tools that will help improve children learning. The ICT intervention tools provide support for the students in the following activities; leisure, learning, and work.

For instance, a testing system with a document structure diagram and a digital audio player was created for newly blind users who have trouble in print or Braille. The device was found to be effective as the result of the audio test were the same as the normal-braille-format and print-format tests in the score. Another ICT tool design was a learning System device for people that find it difficult to hear and are deaf people. The tool provides the student with a video sign language that consists of all texts in the school curriculum. Although this device also requires the involvement of the administrator and the teacher. Users acknowledged the effectiveness of the device, but it requires appropriate training. The digitizer Auditory Graph is another software tool that helps users take the image of a line graph. The tools are useful for both students and teachers because the latter has a problem explaining graphs to visually impaired students. However, the adoption of ICT was found to pose more benefits as it saves time, limited cost, saves labor, and greater precisions. There is a need to encourage schools to adopt ICT for teaching students with disabilities as it ensures and enhances students’ learning and life skills programs. Also, parents and instructors can use ICT to help pupils with their needs and abilities

The use of ICT has also had a significant impact on the knowledge and skills of school personnel, therapists, and special educators, among others. Diagnostic tools enable them to use a variety of ICT tactics to better understand children's learning peculiarities.