This study investigates the levels of awareness and access to assistive technology among students with disabilities in a special school setting. Assistive technology plays a crucial role in empowering individuals with disabilities to participate fully in educational activities and enhance their overall quality of life. However, disparities in awareness and access to assistive technology can create barriers to learning and inclusion for students with disabilities. Through surveys, interviews, and observational methods, this research assesses the extent of awareness among students, teachers, and parents about available assistive technology options and examines the barriers to access faced by students with disabilities. The study also explores perceptions of the effectiveness and usefulness of assistive technology in facilitating learning and promoting independence among students with disabilities. The findings provide valuable insights into the current status of assistive technology provision in special schools and offer recommendations for improving awareness, access, and utilization of assistive technology to promote inclusivity and support the diverse needs of students with disabilities.

Assistive technology, students with disabilities, special school

Alper, S., & Raharinirina, S. (2015). Examining access to digital media tools and content in the context of inclusive education: Lessons from a pilot project. The Journal of Special Education, 48(3), 151-161.

Barnett, J. E., & Monda-Amaya, L. E. (2019). Understanding access to technology for individuals with disabilities. In J. E. Barnett & L. E. Monda-Amaya (Eds.), Emerging Issues in the Intersection of Psychology and Rehabilitation Psychology: Technology, Health, and Human Service Delivery (pp. 207-234). Springer.

Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Paul H. Brookes Publishing Co.

Blanck, P. D., Flynn, S., & Simpson, R. C. (2019). Technology and disability: Legal and ethical perspectives (2nd ed.). University of Illinois Press.

Breuler, J. L., & Freund, L. B. (2017). The special education technology ecosystem: Issues of access, opportunities, and challenges. In L. B. Freund (Ed.), Technology Tools for Students with Autism: Innovations that Enhance Independence and Learning (pp. 1-14). Springer.

Gentry, T., Wallace, J., Kvarfordt, C., & Lynch, K. B. (2018). Assistive technology to promote inclusion of students with intellectual disability in general education classrooms. Journal of Special Education Technology, 33(1), 3-13.

Reed, P., Hinojosa, J., & Estrada, J. (2015). Special education considerations for English language learners: Delivering a continuum of services (2nd ed.). Plural Publishing.

Scherer, M. J. (2015). Living in the state of stuck: How technology impacts the lives of people with disabilities (3rd ed.). Brookline Books.

Simpson, R. C., & LoPresti, E. F. (2014). Assistive technology for cognition: Principles and practice. Elsevier.

Warger, C., & Flowers, C. (2019). Assistive technology in special education: Resources, collaborations, and learning. In J. E. Barnett & L. E. Monda-Amaya (Eds.), Emerging Issues in the Intersection of Psychology and Rehabilitation Psychology: Technology, Health, and Human Service Delivery (pp. 235-254). Springer.