THE DIGITAL TURN IN SPECIAL EDUCATION: A CASE STUDY OF TEACHERS AND PARENTS ON TAI FOR LD STUDENTS IN MULTAN

Abstract

This qualitative case study investigates the role of Technology-Assisted Instruction (TAI) in enhancing the learning experiences of students with learning disabilities (LD) in a special education school in Multan, Pakistan. The research aims to examine student engagement with TAI, explore educators’ perceptions of its implementation, and identify the potential and limitations of these technologies in inclusive educational practices. Using purposive sampling, five teachers and five parents were selected as participants. Data was collected through semi-structured interviews and separate focus group discussions with teachers and parents. Thematic analysis revealed that TAI significantly improved student engagement, individualized learning, and academic performance, particularly in reading, writing, and mathematics. However, challenges such as limited access to digital devices, technical difficulties, insufficient training for teachers, and a lack of parental awareness hinder optimal implementation. Findings emphasize the importance of professional development, infrastructural support, and parental involvement to maximize the benefits of TAI. The study recommends investment in training programs, inclusive policy frameworks, and equitable access to assistive technologies to ensure sustainable and effective TAI integration for LD students. This research contributes to the growing discourse on inclusive education and provides context-specific insights into the application of digital tools in special education settings in Pakistan.