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Teacher’s Perception of the Impact of Assistive Technologies on the Academic Performance and Engagement of Students with Learning Disabilities at Junior Schools in Mandera South Sub-County, Kenya

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  • Adannur Hassan Ibrahim

    (Central China Normal University, 152 Luoyu Road, Hongshan District, Wuhan, Hubei Province, 430079, PRC.)

  • Humed Mahmud Abdela

    (Central China Normal University, 152 Luoyu Road, Hongshan District, Wuhan, Hubei Province, 430079, PRC.)

  • Bless Kwesi Chaka

    (Central China Normal University, 152 Luoyu Road, Hongshan District, Wuhan, Hubei Province, 430079, PRC.)

Abstract

As global education systems increasingly embrace inclusive practices, assistive technologies (AT) have emerged as critical tools in enhancing educational outcomes for students with learning disabilities (LDs). However, in marginalized and resource-constrained settings such as Mandera South Sub-County, Kenya, the adoption and integration of AT remain limited due to infrastructural, sociocultural, and institutional barriers. This study investigated junior school teachers’ perceptions of AT and its impact on the academic performance and engagement of students with LDs. Guided by the Technology Acceptance Model (TAM), Vygotsky’s sociocultural theory, and the Theory of Planned Behavior (TPB), the research employed a quantitative design with a sample of 200 teachers selected through simple random sampling. Data collection involved both open and closed-ended questionnaires, with analysis conducted using SPSS and PLS-SEM techniques. Results revealed that teacher perceptions significantly influence AT usage (β = 0.325, p

Suggested Citation

  • Adannur Hassan Ibrahim & Humed Mahmud Abdela & Bless Kwesi Chaka, 2025. "Teacher’s Perception of the Impact of Assistive Technologies on the Academic Performance and Engagement of Students with Learning Disabilities at Junior Schools in Mandera South Sub-County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 5707-5722, July.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:3s:p:5707-5722
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