BRIDGING EDUCATIONAL GAPS: THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON INCLUSIVE EDUCATION IN MULTAN

Abstract

The present research study explores how different forms of Technology-Assisted Instruction (TAI) can enhance learning outcomes and improve the overall educational experience of students with learning disabilities (LD) in Multan, Pakistan. The primary objective of this study is to examine the level of student engagement with TAI, the perceived implementation of TAI by teachers, and the potential of these technologies to support and enhance the learning process for LD students. A qualitative case study design was employed, using purposive sampling to select participants from a school specifically catering to students with LD in Multan. Data collection methods included semi-structured interviews with the selected teachers, separate focus group discussions with both teachers and parents, and classroom observations. Findings from the study revealed that TAI significantly contributes to increased student engagement and academic achievement, particularly for learners with ADHD and dyslexia. Teachers noted enhanced student motivation and attentiveness due to the use of interactive tools such as educational apps and mind mapping software. These tools enabled individualized learning based on student abilities, which led to improvements in comprehension, writing, and mathematical skills. Parents also reported increased learning activity at home, with students demonstrating more interest and greater confidence when using TAI tools. However, the study also identified key challenges, including the need for continuous professional development for teachers and a lack of adequate technological resources, such as insufficient devices and unstable internet connectivity. The research concludes that TAI offers considerable benefits for LD students, its successful integration requires institutional support, resource investment, and capacity-building for educators.