PERCEPTIVE OF ASSISTIVE TECHNOLOGIES IN INCLUSIVE EDUCATION: AN EXPLANATORY STUDY

Abstract

The present study analyzes the perception of headmasters of special schools on assistive technologies in inclusive education in Odisha. Inclusive education is a global priority, ensuring that learners with diverse abilities receive equitable opportunities in mainstream classrooms. Assistive technologies play a key role by removing learning barriers, enhancing accessibility, and fostering independent participation of students with disabilities. This explanatory study examined the perspectives of 50 headmasters from 50 schools across Boudh and Sonepur districts of Odisha. A mixed-method approach was used to assess how assistive technologies are integrated into teaching-learning processes. Findings show that headmasters of the schools noted greater confidence and independence in their children, though concerns about cost, availability, and lack of technical expertise were common. Teachers emphasized that effective use of assistive technologies requires training, institutional support, and policy-level commitment. The study concludes that assistive technologies can significantly strengthen inclusive education, provided there is sustained investment, collaboration between educators and parents, and continuous professional development. The insights generated add to the discourse on equity and innovation in education, offering practical recommendations for policymakers, schools, and stakeholders aiming to build more accessible and inclusive learning environments.

Keywords: Assistive technologies, inclusive education, headmasters.