BARRIERS TO ACCESSING AND EFFECTIVELY USING ASSISTIVE TECHNOLOGY AMONG LEARNERS WITH LEARNING DISABILITIES IN THE BRAEBURN INTERNATIONAL SCHOOLS

Isaac Yamo, Jessina Muthee

Abstract


Learners with specific learning disabilities (SLDs) often experience significant deficits in executive functioning skills, which can be improved through effective use of assistive technology (AT). Despite having adequate resources and a relatively large population of learners with SLDs, the utilization of assistive technology at the Braeburn International Schools remains below optimal levels. This study, therefore, explored the challenges and barriers faced by learners with SLDs in these schools in accessing and using AT effectively. The study employed a descriptive design, utilizing both qualitative and quantitative methods. The sample included six principals and 34 Special Needs Education teachers. Data collection instruments included interviews with principals and questionnaires for teachers. Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically. Various barriers to effective AT utilization were identified, including inadequate training, limited access to resources, technological challenges, and learner resistance. The Braeburn International Schools should develop policies to ensure equitable access to AT tools for all teachers, not only those in SNE, and to extend the availability of these tools to all learners, not just those with SLDs.

 

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Keywords


assistive technology, barriers, Braeburn Schools, use/utilisation, learning disabilities

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i1.6549

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