TRANSFORMATION THROUGH LOW-COST ASSISTIVE TECHNOLOGIES FOR COMMUNICATION AND LITERACY DEVELOPMENT IN LEARNERS WITH AUTISM SPECTRUM DISORDERS(ASD)
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Abstract
Learners have the fundamental right to access education regardless of the condition one have, and this extends to the use of ICT tools. This study explored inclusive digital transformation through the use of low-cost assistive technologies to support literacy development among learners with Autism Spectrum Disorder (ASD) in selected mainstream primary schools in Kabwe District, Zambia. An intrinsic case study design was employed, involving 18 participants comprising teachers instructing learners with ASD, special education coordinators, and school administrators. Data were collected through structured semi-interview schedules and document analysis, and analysed using thematic analysis. Findings revealed limited but emerging availability of digital assistive technologies, largely dependent on teacher initiative rather than institutionalised procurement systems. Teachers demonstrated positive acceptance of digital tools, particularly where perceived usefulness and ease of use were evident, although formal training remained inadequate. Commonly used free applications included Cardtalk, let me talk, Cboard, and Jellow, which supported communication and literacy development. The study further established that low-cost digital applications contributed to improved word recognition, enhanced reading engagement, and increased learner independence during literacy activities. The findings underscore the need for structured professional development, dedicated budgeting, and targeted policy alignment to sustain inclusive digital transformation in resource-constrained educational settings.
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