Despite the fact that in the modern education that is characterized by technology evolution, Assistive technology usage remains below optimal levels hence jeopardizing the catching up with curriculum for pupils with disabilities. Assistive Technology Devices (ATDs) stand as a beacon of inclusivity, designed to bridge the gap between pupils with disabilities and their peers with no disabilities. Purpose This study explores teachers’ perspectives on the challenges associated to ATDs utilization. It investigates the barriers that hinder effective integration of ATDs in the teaching and learning processes. Major Findings The findings indicate that the inadequate availability and functionality of Assistive Technology Devices significantly affect equal participation of pupils with disabilities in academic issues. Other notable challenges include shortage of specialized trained teachers, lack of trainings that hinder teachers’ ability to integrate ATDs into classroom practices, shortage of resource teachers, overcrowded classrooms, insufficient technical support and device maintenance services, discomfort with using ATDs due to inadequate professional development, and curriculum instability. Conclusion The study underscores that inadequate ATD access and lack of trained teachers hinder inclusive education. Also, substantial gap persists between policy intent and classroom realities. Therefore, the study recommends for urgent need for collaborative initiatives among policy makers and education stakeholders to address both pedagogical and technological barriers, improve accessibility, and ultimately enhance learning outcomes for students with disabilities.
Josephine Wilfred Ogondiek (Thu,) studied this question.