Role of Assistive and Adaptive Technologies in Promoting Inclusivity in Classrooms: A Study on Special Education Trainees

Integrating assistive and adaptive technologies is vital for fostering inclusivity in special education. However, awareness and perceived impact of these tools among aspiring special educators remain underexplored. This study examined the awareness and perceived impact of assistive and adaptive technologies among 56 students enrolled in a Multiple Disabilities (MD) B.Ed. Special Education program. Validated scales with strong reliability and unidimensionality were employed, with the awareness scale explaining 70.62% of the variance and the perceived impact scale accounting for 53.68%. Descriptive and inferential analyses indicated that awareness levels ranged from basic to moderate (mean = 3.37), with a subset showing high awareness (mean = 4.09–4.73). Perceived impact scores were consistently positive (mean = 4.31), emphasizing the role of these technologies in fostering inclusivity. Gender- and semester-based comparisons revealed no significant differences (p > .05). A moderate positive correlation (r = .473, p < .01) between awareness and perceived impact highlights their interdependence. The findings underscore the need for targeted interventions, such as workshops and field experiences, in teacher education programs to enhance awareness and practical application. Such measures are critical for bridging gaps in teacher preparedness and promoting the effective use of assistive technologies in inclusive classrooms.