This study examined the use of Assistive Technologies (AT) by teachers to support children with Autism Spectrum Disorder (ASD) in Sri Lanka, with focus on the types of AT in use, teacher perceptions, implementation challenges, and strategies for effective integration. A mixed-methods approach was implemented, incorporating quantitative data from an online survey of 50 teachers and qualitative insights from semi-structured interviews with 5 teachers and 5 principals from government and private schools in the Western Province. Findings uncovered that various AT tools, including videos, pictures, and communication boards, are used to support learning, communication, and social interaction. However, usage differs significantly, with many teachers lacking familiarity and confidence in employing AT effectively. Challenges identified included insufficient training, limited resources, inadequate institutional support, and resistance from stakeholders, such as school authorities and parents, favouring traditional teaching methods. With these barriers, teachers admitted the potential benefits of AT in enhancing educational outcomes for children with ASD. To address these challenges, the study recommended targeted professional development programmes, awareness campaigns to foster stakeholder engagement, and the establishment of supportive policies with proper resource allocation. This research highlights the need for collaboration among educators, policymakers, and stakeholders to create a conducive environment for AT integration. Such efforts aim to enhance AT usage in the classroom, promote inclusive education, and improve learning outcomes for children with ASD in Sri Lanka.
Nuwanda Athawuda (Mon,) studied this question.