It is important that no child is left behind in the move to artificial intelligence and other technologies in education. Inequality in access to technology and AI-based tools has significant disadvantages for students, and individuals with additional needs already face many difficulties in education and training processes, with high dropout rates compared to their peers. For example, students with dyslexia who have difficulties in reading and related skills may find it difficult to acquire new skills and use them adequately. The rapidity of technological developments and their direct impact on education necessitates timely measures to support individuals who are disadvantaged to tackle new inequalities that may occur. It can be said that artificial intelligence makes significant contributions to teaching processes without removing the need for teachers; it has the potential to adapt and adjust sensitively and speedily to the needs of students and, therefore, promises significant benefits in the field of special education. In a study in which students with learning difficulties were instructed using a mobile application, it was observed that the students made significant progress in the post-test results. Technology-supported teaching developed by considering the needs of students can lead to important gains. In this chapter, the importance of praxis, informed by a theoretical approach, specifically, to digitalisation in education is highlighted, and theoretical approaches such as connectivism and Critical Digital Pedagogy are evaluated.