Unlocking Mathematical Potential: Innovations In Assistive Technology For Numeracy Skills In Students With Learning Disabilities

Abstract

The primary objective of this research endeavor was to explore the utilization and efficacy of assistive technology (AT) in enhancing numeracy skills among students with learning disabilities (LD) within the educational framework of Saudi Arabia.  The study utilized a rigorous quantitative methodology to investigate the educational experiences of students with learning disabilities (LD) in schools across Saudi Arabia. A carefully selected sample of students was involved in the data collection process, ensuring the reliability and validity of the findings. The data underwent a comprehensive analysis, encompassing both descriptive and inferential statistical techniques. The findings of the study unveiled a noteworthy correlation between the perceived efficacy of assistive technology (AT) and the frequency of its application. Participants who held a strong belief in the effectiveness of AT reported engaging with it more frequently. Various obstacles hinder the process of accessing and incorporating assistive technology (AT) into educational settings. These barriers encompass the scarcity of AT devices, inadequate training for educators, financial limitations, restricted technological access, and the reluctance exhibited by teachers. The discoveries made in this study greatly enhance our comprehension of assistive technology (AT) utilization within the specific context of Saudi Arabia. Moreover, they offer valuable insights into the various factors that influence the usage of AT and shed light on the challenges encountered by students with learning disabilities (LD). The research underscores the significance of acknowledging and tackling these obstacles, while concurrently advocating for the successful integration of assistive technology (AT) to augment numeracy proficiency in students with learning disabilities (LD).