Educational Video Games in the Initial Assessment and Treatment of Children with Special Educational Needs: A Survey of Speech-Language Pathologists

Background and Objective: Digital interventions are increasingly utilized in therapeutic settings. This study aims to investigate the current landscape and efficacy of educational video games as tools for the initial assessment and therapeutic management of children with special educational needs (SEN).

Materials and Methods: A descriptive-analytical cross-sectional survey was conducted. Data were collected via a researcher-developed instrument comprising 26 items covering demographic variables (age, gender, years of experience) and clinical practices regarding the integration of computer-based gaming in Speech-Language Therapy (SLT). The study population consisted of 150 speech-language pathologists (SLPs) in Tehran, Iran. Data were analyzed using SPSS software (version 22).

Results: The findings indicate that, currently, available educational video games lack standardization and specific clinical design features required to support SLPs effectively in the initial assessment of speech and language deficits in children with SEN. Furthermore, there is a significant gap between the potential of digital game-based therapy and its practical implementation in clinical environments.

Conclusion: While educational video games hold promise for pediatric rehabilitation, current software designs do not adequately meet the clinical requirements for standardized assessment. There is an urgent need for the development of evidence-based, clinician-supported, and standardized gaming platforms to improve therapeutic outcomes in special education.