In recent decades, inclusive education has been increasingly recognized as a policy aimed at expanding learning opportunities for all students, including those with special educational needs (SEN). In this context, information and communication technologies (ICT) have become a crucial tool for implementing inclusion by providing adaptable materials, flexible learning formats, and enhanced communication opportunities. This study analyzes the pedagogical, technical, and methodological roles of ICT in teaching English within inclusive classrooms, based on research conducted in Uzbekistan and European contexts. Using a literature-based synthesis approach, data were collected from academic publications, governmental guidelines, and comparative studies. The findings reveal that ICT enhances accessibility through screen readers, subtitles, and visual aids; supports differentiation through multimedia and adaptive platforms; and promotes communication via online interaction and virtual language tasks. Practical studies in Uzbekistan confirm that ICT integration increases student motivation and participation. The results also indicate that the effectiveness of ICT depends largely on teacher competence and the availability of resources, emphasizing that technology itself is not sufficient—pedagogical design and guided methodology are essential for successful implementation.

Inclusive education; Information and Communication Technologies (ICT); English language teaching; special educational needs (SEN); accessibility; adaptive learning; pedagogy; Uzbekistan; educational technology; teacher competence.

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