Influence of assistive technologies on the learning achievement of learners with intellectual disabilities. Case of HVP Gatagara/Gikondo

Abstract

Technology has changed and continues to change the way people manage things in their lives and it is analogous in the life of Persons with Disabilities (PwDs) through the integration of technology in education. Effective inclusive and special education can be made possible with the help of assistive technology (AT) since it helps in identifying and overcoming all barriers for effective, continuous, and quality participation of all PwDs including those with intellectual disabilities in education. This study investigated the influence of assistive technologies on the learning achievement of learners with intellectual disabilities at HVP Gatagara-Gikondo in Kigali City, Rwanda. It aimed to examine the current level of integration of adaptive technologies, assess the compatibility of technological tools with learners' abilities, explores teachers' capacity in using these technologies, and compare learning outcomes before and after implementation. A mixed study method was used, utilizing semi-structured interviews with the head teacher, teachers, and administrative staff, the researcher has also used questionnaires for teachers. Census sampling was used to include all relevant stakeholders. All 26 teachers plus the school head teacher, Director of studies and the resource room manager were targeted in this study. Data was analyzed using thematic analysis to identify patterns and themes. The compatibility of tools with abilities was assessed based on cognitive, motor, sensory factors. The findings revealed that while efforts have been made to introduce adaptive technologies, integration levels varied across classrooms. Challenges included limited teacher training, inconsistent tool availability and accessibility, and mismatch between tools and learners' needs. Teacher capacity building was ongoing but further training was needed. Learning outcomes showed improvements in engagement, communication, independence, retention, and Individual Education Plan goal achievement after adaptive technology implementation, though attribution challenges existed. The study concludes that assistive technologies can enhance learning experiences when integrated effectively. A holistic approach involving specialized tools, training, collaboration, and supportive infrastructure is recommended to optimize the impact on learning for students with intellectual disabilities at the school and beyond. The findings contribute insights to inform policy, practice, and research in special education technology in Rwanda and internationally