Affiliations: [a] Amity Institute of Information Technology, Amity University Uttar Pradesh, Noida, UP, India | [b] Amity School of Engineering and Technology, Amity University Uttar Pradesh, Noida, UP, India | [c] Department of Computer Science & Engineering, NIT Hamirpur, Himachal Pradesh, India | [d] Amity Institute of Rehabilitation Sciences, Amity University Uttar Pradesh, Noida, UP, India
Correspondence:
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Corresponding author: Kriti Dhingra, Research Scholar, Amity Insitute of Information Technology, Amity University Uttar Pradesh, Noida, UP, India. E-mail: Dhingrakriti03@gmail.com.
Abstract: BACKGROUND: Assistive technology has been a boon for children with specific learning disabilities (SLDs) as it bridges the gap between them and their peers without SLDs. Despite the vast emphasis on the use of AT and speedy propagation of AT tools, yet more research is required on actual usage of AT. OBJECTIVE: The purpose of the study is to identify the most significant barriers to the usage of AT by children with specific learning disabilities and suggest various measures to deal with it. METHODS: To accomplish the study interviews were conducted with special education teachers of schools in India to find out the major barriers toward the utilisation of AT. First, Qualitative analysis was performed using CAQDAS tool QDA Miner Lite to identify the barriers towards effective utilisation of AT. Further, ISM technique and MICAMAC analysis were used to corroborate the most significant barriers. RESULTS: The results revealed the most significant barriers to implementation of AT and also that timely managing these major barriers can lower the effect on other barriers. CONCLUSION: Eliminating the significant barriers would enhance the use of AT by the special education teachers, parents, and children with SLDs. Effective use of AT can prove to be benediction in the times of pandemic.
