Impact of Assistive Technology on Learning among Students with Physical Disabilities: Evidence from Special Education Institutions in District Bhakkar, Punjab

Abstract

Assistive technology (AT) has become a crucial educational support for enhancing learning for students with disabilities in special education institutions. Many special education institutions still have limited availability and effective use of assistive technology despite the recognized benefits. The aim of this study was to explore the impact of assistive technology on the learning of students with disabilities in special education schools. The research design is mixed-methods. Quantitative data were collected using structured questionnaires administered to heads of schools and special education teachers, and qualitative data were collected through semi-structured interviews with students with disabilities. The study was done in special education schools of district Bhakkar, Punjab, Pakistan, with purposive sampling. Descriptive and inferential statistics were used to analyze quantitative data using SPSS. Qualitative data was thematically analyzed. The results indicated that assistive technology significantly improved students’ learning by increasing classroom participation, access to instructional materials, communication during learning activities, task completion, and academic performance. However, major barriers to effective implementation were identified as inadequate teacher training, limited availability of assistive devices, financial constraints and lack of technical support. The study concludes that improving availability of appropriate assistive technologies, strengthening teacher training and improving institutional support is critical to enhancing learning outcomes and promoting inclusive education for students with disabilities.