Öğrenme Teknolojileriyle Özel Eğitimi Güçlendirme: Chiniot, Pakistan’da Bir Vaka Çalışması*

Abstract

Inclusive education for children with disabilities remains a critical challenge in under-resourced contexts. Learning technologies (LT) include AAC tools, interactive games, and assistive devices offer promising avenues to enhance student engagement, autonomy, and academic achievement. This study examines LT integration in a government special education school in Chiniot, Pakistan, focusing on the lived experiences of students, teachers, and school heads. The study used a qualitative case study approach. Semi-structured interviews were conducted with special education students, special educators, and school heads. Structured classroom observations, student surveys, and field notes complemented the interviews. Thematic analysis identified recurring patterns in participants’ perceptions and experiences regarding LT use. Results indicated benefits of LT integration, such as improved attention span, higher classroom participation, enhanced well-being, and better learning outcomes. However, barriers were reported including limited training for teachers, lack of technical support, and insufficient infrastructure. Context shaped experiences, especially language of instruction, tool access, and cultural relevance. The findings highlight the potential of LT to foster inclusive and equitable learning environments for students with disabilities. They also emphasize the need for systemic improvements in teacher preparation, policy implementation, and technological infrastructure to support effective LT integration. This study offers an contribution by capturing lived perspectives of stakeholders in a low-resource Pakistani setting, a context often underrepresented in inclusive education research. It offers context-specific insights to guide inclusive practice.