INTROSPECTION ON ENCLOSURE OF ASSISTIVE TECHNOLOGY (AT) IN INCLUSIVE EDUCATION

Abstract

With geographical dispersion, student financial position, and, most significantly, student variations, there is substantial inequality in access to high-quality education in India at the primary and secondary school levels. The current educational system aims to include all students with disabilities. Many countries’ laws and programmes help students with learning disabilities. The concept of inclusive education varies according to national goals and agendas, raising social, cultural, historical, and political challenges. The main topic is how to achieve excellence in inclusive education with Assistive Technology (AT) for students with learning disabilities. While it is not a cure-all for learning challenges, it can help students reach their maximum potential by maximising their strengths and minimising their weaknesses. Students with physical or mental disabilities can use numerous goods, tools, and models. Each student is unique in their skills, weaknesses, interests, experiences, and abilities. The main difficulty is balancing between requiring disabled students to have needs and making their peers aware. Choosing the right instrument can help a learner gain confidence and autonomy. Each disabled individual is unique, and many require things from multiple makers or sources. The question of how far Assistive Technology (AT) can help a unique individual remains. This question has no answer. The technology, the user, and the application all play a part. They cannot be solved until all users, teachers, and other stakeholders are involved. Assistive Technology (AT) has created a level playing field for students with disabilities in several areas (AT). Students must understand that AT does not “fix” learning and attention issues whatever tool is utilised. It is an aid, not a corrector.