Authors : Mohammad Abdul Salam; Abbas Toure; Richard Manprisio; Samreen Unnisa

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://shorturl.at/Tml1w

Scribd : https://rb.gy/zuk13l

DOI : https://doi.org/10.38124/ijisrt/25nov1567

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Children with Special Educational Needs (SEN) in under-resourced communities face significant barriers to accessing quality education. While information Technology (IT) offers promising solutions through assistive devices, educational software, and adaptive platforms, implementation in low-resource settings remains challenging. This mixed- methods study integrates a systematic literature review with qualitative case study analysis to examine how assistive technologies can support SEN children in under-resourced contexts. Drawing on the Social Model of Disability and the Technology Acceptance Model, the research identifies current technologies in use, analyzes multidimensional barriers to implementation, examines impacts on learning and inclusion, and proposes evidence-based strategies for sustainable integration. Four diverse case studies, from the UK, India, South Korea, and the USA, provide rich contextual insights that complement the systematic review's broader synthesis. Findings reveal that while assistive technologies demonstrate significant potential, effectiveness depends critically on addressing infrastructure deficits, economic constraints, teacher preparation gaps, cultural appropriateness, and policy frameworks. The study contributes actionable knowledge for policymakers, practitioners, and researchers working to advance inclusive education through Technology in resource- constrained settings.

Keywords : Special Educational Needs, assistive Technology, under-resourced communities, Social Model of Disability, Technology Acceptance Model.

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