Efficacy of Tech-Integrated Instruction in Science Education: Educators' Perspectives to support Students with Specific Learning Disabilities in Inclusive Classrooms

Abstract

This research aims to examine the extent to which Tech-Integrated Instruction in teaching science and the effectiveness of Tech-Integrated Instruction to support students with Specific Learning Disabilities (SLDs) for their inclusion within general science classrooms at the upper primary level. In the present study, the benefits of Tech-Integrated Instruction in terms of participation rate, understanding level, and basic scientific skills development, namely, observation, classification, prediction etc., have been presented through a survey of 200 educators in the Delhi NCR region. A review of the results showed positive relationships between the use of technologies and enhanced scientific skills of students with SLDs and also stressed the importance of training programmes to enhance the effective use of technologies. However, the study also featured some of the challenges that included the following: scarcity of resources, professionals’ lack of training, and infrastructural constraints. The results indicate that these challenges have to be resolved to unlock the benefits of technology for enhancing access and participation of all children in education and offer practical recommendations for policymakers, educators and institutions. The study shows how these obstacles might be surmounted by looking at the possibilities that such intercessions offer, as well as the obstructions, namely the shortages of funds, trained professional development, and structural deficiencies. The study’s significance lies in its contribution to an understanding of how inclusive education can be supported by giving principles to educators, institutions, and policymakers on how best to offer science education for each learner with or without a disability.