With the rapid integration of technology into educational environments during the pandemic period, the teaching processes in classrooms and private education institutions began to be carried out with technology support. Game-based animation learning designs in technology-supported educational environments provide an interesting and motivation-enhancing learning experience in developing students’ education skills. In today’s educational environments, 2D and 3D animation game designs are the unique technology-supported learning environments in teaching many different skills, behaviors, and concepts to individuals with special needs. Visual designs and animations are one of the technologies necessary to prepare individuals with special needs for an independent life. The accessibility of animation designs for teachers and families has gained significant importance during the COVID-19 pandemic period. Technology education supports the visual, listening, reading, writing, social, and communication skills of individuals with special needs, facilitates their independent life skills, and contributes to their development as a guide. This allows individuals to learn the targeted information more easily, permanently, and quickly. In this context, this study provides information on the use and accessibility of animation technology in special education, offers suggestions for the benefit of visual design and animation, which are among the assistive technologies, and gives insights into how school management is ready for digital education.

This study investigates the technology usage patterns among mothers of children with special needs, focusing on their proficiency, frequency, and purposes of computer and internet use. The aim of this study is to reveal the level of technology use of mothers with disabled children and the difficulties they experience in this regard. In addition, this study is expected to reveal the level of knowledge that mothers have about both the use of technological devices and their applications and to guide projects and development programs to be carried out for mothers. Utilizing a qualitative research methodology, data were collected through semi-structured interviews with 16 mothers whose children attend Famagusta Special Education and Job Training School. The findings reveal that while a significant portion of the participants are beginners or lack confidence in using computers, 87.5 percent of the respondents utilize the internet regularly, primarily for accessing information related to their children’s disabilities and for entertainment purposes. Despite some mothers having received formal training in computer usage, the majority indicated a need for further education to enhance their technological skills. This study underscores the necessity of tailored programs to support these mothers in effectively leveraging technology for their personal and familial needs, contributing to broader discussions on gender equality and empowerment within the framework of the Sustainable Development Goals.