This book addresses the challenges and opportunities in education for students with disabilities. In times of crisis or when conventional educational strategies are disrupted, students with disabilities often face disproportionately greater challenges. This book explores how cutting-edge technologies such as Artificial Intelligence (AI), Generative AI, Robotics, Blockchain, Educational Games, and Virtual/Augmented/Mixed Reality can be specifically adapted to support students with disabilities. Additionally, it investigates how new educational practices, including open educational resources and peer-to-peer learning, can be effectively employed to ensure educational continuity and resilience. 

This book is a valuable reference for the following readers:

• Academics and researchers in fields such as disability studies, educational technology, and special education
• Educators and practitioners designing or delivering courses in diverse and inclusive settings
• Technology developers focused on educational tools and accessibility
• Policymakers and educational leaders planning for continuity in uncertain educational scenarios

Dr. Achraf Othman is the Director of Research, Development & Innovation Programs at the Mada Qatar Assistive Technology Center in Doha, Qatar, and is an Adjunct Assistant Professor at the College of Science and Engineering at Hamad Bin Khalifa University, Qatar. His research interests lie in the intricate Information Technology (IT) industry conundrums, specifically in the domains of assistive technology and digital accessibility. With a commitment to innovation, Dr. Othman spearheads projects harnessing cutting-edge technologies, natural language processing, and artificial intelligence to craft solutions that empower individuals with disabilities. Recognized for his contributions to the field, Dr. Othman is an esteemed Senior Member in the Institute of Electrical and Electronics Engineers (IEEE). His expansive expertise has also been sought internationally, resulting in his consultancy on various global and regional IT ventures. 

Dr. Dena Al Thani is currently an Associate Professor and the Director of Interdisciplinary Programs at the College of Science and Engineering at Hamad Bin Khalifa University, Qatar. Dr. Al Thani was awarded her Ph.D. in Computer Science from the Queen Mary University of London, United Kingdom (UK), with her thesis specialized in Human-Computer Interaction and Inclusive Design. She has obtained a postgraduate certificate in Learning and Teaching in Higher Education, and is an Associate Member of the Higher Education Academy in the UK. Dr. Al Thani is now actively publishing papers in journals, presenting her work at international conferences, as well as contributing book chapters to publications in her field. 

Dr. Hajer Chalghoumi holds a PhD in Educational Psychology from the University of Montreal, Canada. She specializes in cognitive accessibility and inclusive research. She has conducted over 30 studies on the accessibility of ICT (information and communication technology), and has contributed to over 100 knowledge mobilization outputs, including scientific papers, policy briefs, educational materials, and trainings. Currently, Dr. Chalghoumi is the National Training Manager at Kids Brain Health Network (KBHN), Canada, where she oversees the development, delivery, and assessment of educational programs in neurodevelopmental disabilities research and practice.

Dr. Oussama Metatla is Associate Professor (Reader) of Human-Computer Interaction (HCI) at the University of Bristol, United Kingdom (UK). He received his Ph.D. in Computer Science in 2011 from the University of London, and then worked as a Postdoctoral Research Fellow at Queen Mary University (UK), before joining the University of Bristol (UK) in 2016. He is currently Co-Head of the Bristol Interaction Group and leads the Diverse Ability Interaction Lab, where he investigates how to design, engineer, and evaluate technologies that can support inclusive interactions between disabled and non-disabled people across a range of groups, domains, and contexts. This includes work on visual impairment, neurodiversity, and cognitive and physical impairment in education, work, and leisure. Dr. Metatla was previously an Engineering and Physical Sciences Research Council Fellow, pushing the agenda of inclusive education technologies for blind and visually-impaired children in mainstream schools. He has recently been awarded a European Research Commission Consolidator Fellowship to expand his research agenda on mixed-ability and diverse ability interaction, focusing on investigating how theories of cross-sensory perception and embodied cognition could radically change the landscape of inclusive assistive technology design. His research has been featured on UK Parliamentary Reports as examples of best research practice in assistive technology, and has been frequently recognized with a range of international awards.