###### Abstract
By photographing AR markers with a tablet camera, this device might show virtual label information for medical specimens. The second technique was designed to use the picture of the medical specimen as a marker, allowing visitors to access the label information without any markers obstructing the display or anatomical specimens. A head-mounted display and a natural click interaction made up the third system. The technology may provide users with a natural environment for manipulating virtual items that are scalable in the future [9]. Research indicates that AR applications in special education support self-determination, self-management, and task resolution for individuals with disabilities. Studies have shown AR's potential to enhance learning experiences, navigation skills, and daily living skills among adults with intellectual disabilities, contributing significantly to their cognitive development and vocational skills [10]. In the end, the technology commonly referred to as \"holography\" (or \"pepper's ghost\") creates the appearance that virtual characters and items move, change color, or fit within other objects without the employment of personal or wearable devices. The basis of this technique lies in the use of an image with high contrast, resolution, and definition generated using a video projector or a screen. The image thus generated is reflected on a very thin transparent surface with high reflective power. Placing the image generated and the reflecting surface in such a way as to form an angle of about 45 degrees allows the users to see a \"hologram\" in front of them. As in the case of the European CEMEC project (2015-2019), a collaboration between universities, museums, and technical partners led to the development and evaluation of holographic showcases to promote Early Medieval arts and cultures across Europe. A traveling exhibition showed the holographic showcase's impact on the public, emphasizing a coherent communication ecosystem integrating real and digital contents, narrative approaches, and scalability [11]. Thus, it is evident how technology has revolutionized museums' operations, and the above-described solutions are just a few examples of how technology is being used in museums to make learning and exploring exhibits more accessible to all visitors. These technological advancements will continue to shape museum experiences, ensuring inclusivity for all visitors [12; 13; 14; 15; 16; 17]. Nevertheless, incorporating immersive technologies, such as VR and AR, into education encounters several hurdles. Challenges include user acceptance problems due to technical constraints and discomfort, distractions from learning objectives, high implementation costs, safety issues like motion sickness, cybersecurity risks, communication barriers, and miscellaneous cultural and ethical concerns. Addressing these drawbacks is crucial for ensuring the effective and responsible integration of immersive technologies into educational environments, maximizing their potential benefits while minimizing adverse impacts on learners and educators alike [18]. It is worth noticing that the usefulness and typology of technology strongly vary according to the needs and issues of the people to whom they are addressed. This article focuses on specific learning disabilities (SLDs), which refer to a group of neurological disorders that impact an individual's ability to process and use information efficiently [19; 20], including reading, writing, speaking, doing math, and organizing information. These disorders can affect various aspects of learning, including difficulties with skills such as note-taking, essay organization, and expressing ideas in writing. These challenges require substantial effort to overcome, and students often experience delays and lack of communication in accessing support services. The stigma surrounding dyslexia also affects students' willingness to seek support and interact with educators, indicating the need for improved support systems and awareness among school staff [21].