ENHANCING MATHEMATICAL LEARNING OUTCOMES FOR STUDENTS WITH SPECIAL NEEDS THROUGH ASSISTIVE TECHNOLOGY IN INCLUSIVE CLASSROOMS
Keywords:
assistive technology, inclusive education, special needs students, mathematics achievement, learning outcomes, educational interventionAbstract
This study explores the impact of assistive technology on the mathematical performance of students with special needs in inclusive classrooms. In the context of inclusive education, equitable access to quality instruction in mathematics remains a significant challenge for learners with disabilities. Using a mixed-method approach, the study examines the types of assistive technologies available, their effectiveness in improving learning outcomes, and teachers’ experiences in implementing them. Findings suggest that students who accessed tailored assistive tools, such as talking calculators and math-related mobile applications, showed notable improvement in computational fluency and conceptual understanding. The study concludes with recommendations for policy implementation, teacher training, and improved resource allocation.References
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