Inclusion, Assistive-Technology and Teacher-Preparedness: Empirical Evidence from India

Abstract

The overarching purpose of this research is to critically evaluate the evolving interaction between governmental policies and processes in the implementation of Assistive Technology (AT) for inclusive education. The authors primarily assess the teachers’ knowledge and skills to employ inclusive pedagogy, specifically through the use of AT in inclusive classrooms. This study employs quantitative analysis to investigate the knowledge and skills of teachers in inclusive classrooms. Data were collected from 200 teachers across India. Partial least squares (PLS)—Structural equation modeling (SEM) was used to test the proposed hypotheses. Specifically, it examined the parameters such as, teachers’ knowledge on foundation (TWF), strategies to teach AT to students (STR), student assessment using technology (SAT), professional and ethical practice of technology (PEP) as well as learning environment and social interaction (LSI).TWF, STR and LSI have a strong and direct impact on SAT. STR has a direct impact on PEP. However, TWF and LSI do not predict PEP. The results indicate a lack/inadequacy in knowledge and skills of Indian teachers to employ AT in inclusive classrooms. This study is the first attempt to quantitatively assess teacher’s knowledge and skills for the use of AT in an inclusive-Indian-classrooms.