Integration of Assistive Technology in Existing Syllabus for Kids with Special Needs

Abstract

Special education, like mainstream education, holds the same importance if not more in an inclusive and progressive society where no student is left behind. However, due to lack of research and resources in Pakistan, such students suffer as they do not seem to have access to the same opportunities as their mainstream peers in a classroom. A main reason for this is lack of progression in terms of technology integration within existing syllabus for students with special needs. This study aims to bridge that gap by testing a proposed framework that integrates the use of Assistive technologies in the learning process, focusing on students with hearing disabilities. For this study, seven students with hearing disabilities were sampled through convenience sampling. This study employs a pretest-posttest framework, it makes use speech-to-text application (Ava) and closed-captioned videos as educational methodologies. Questionnaires were used as data collection tools to measure three variables namely: self-efficacy, discovery, and information use. The findings indicated a significant improvement in two variables, self-efficacy and information use, while no change was observed in the discovery variable. These results suggest that the use of assistive technologies can effectively enhance certain aspects of learning for students with hearing disabilities. The aim of this research is to hold significant implications for future enhancement in special education for Pakistani children with hearing impairments through assistive technology integration. It is recommended that future studies in the Pakistani context explore the challenges faced in the discovery process. Understanding these specific challenges and facilitating factors will allow for a more defined approach for the implementation of Assistive technology. One of the key recommendations is to invest on continuous professional development for Pakistani educators, by ensuring that they possess all the necessary skills required to effectively navigate through a class by effectively integrating and supporting the use of assistive technologies in a classroom. Another key recommendation is to encourage collaborative efforts among educators, students, parents, policymakers and other stakeholders which will allow for a more inclusive educational landscape in the context of special education. It is imperative to focus more on user-centric design to increase accessibility conserving all the diverse needs of Pakistani students with hearing disabilities in a classroom. Lastly, to have a more nuanced understanding, longitudinal studies can be useful to understand the sustained impact of assistive technology integration within the Pakistani context, which can further guide future interventions and policymaking for the future benefit of this student population.