As global education systems increasingly embrace inclusive practices, assistive technologies (AT) have emerged as critical tools in enhancing educational outcomes for students with learning disabilities (LDs). However, in marginalized and resource-constrained settings such as Mandera South Sub-County, Kenya, the adoption and integration of AT remain limited due to infrastructural, sociocultural, and institutional barriers. This study investigated junior school teachers’ perceptions of AT and its impact on the academic performance and engagement of students with LDs. Guided by the Technology Acceptance Model (TAM), Vygotsky’s sociocultural theory, and the Theory of Planned Behavior (TPB), the research employed a quantitative design with a sample of 200 teachers selected through simple random sampling. Data collection involved both open and closed-ended questionnaires, with analysis conducted using SPSS and PLS-SEM techniques. Results revealed that teacher perceptions significantly influence AT usage (β = 0.325, p < 0.001) and that higher usage levels strongly predict improvements in student academic performance and engagement (β = 0.78, p < 0.001). Moreover, perceived factors such as training, resource availability, and cultural attitudes directly and indirectly affect both AT usage and perceptions. Despite existing policy frameworks that support inclusive education, the study found that implementation gaps are exacerbated by limited funding, inadequate technical support, and cultural stigma. These findings highlight the need for strategic interventions, including targeted teacher training, equitable resource allocation, and community sensitization, to ensure effective AT integration in rural schools. The study extends existing theoretical models by contextualizing them within under-resourced environments, offering practical insights for policymakers, educators, and stakeholders aiming to foster inclusive education through technology in marginalized regions.
Ibrahim et al. (Wed,) studied this question.