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The Role of Assistive Technology in Promoting Social Participation of Learners with Severe
Intellectual Disabilities in Inclusive Primary Schools
1) Introduction
Inclusive education, as conceptualised in international policy frameworks such as the Salamanca
Statement (UNESCO, 1994) and the United Nations Convention on the Rights of Persons with
Disabilities (United Nations, 2006), encompasses far more than the physical placement of learners
with disabilities in mainstream classrooms. Genuine inclusion requires full participation, belonging,
and the removal of social as well as physical barriers. However, for learners with severe intellectual
disabilities (SID), social participation—meaningful relationships with peers, inclusion in play and
social activities, and a sense of belonging—remains an elusive goal despite policy commitments to
inclusive education (Schwab, 2018). Learners with SID often experience social exclusion, isolation,
and a lack of genuine peer relationships, even when physically present in mainstream classrooms
(Webster & Carter, 2007).
The problem this study addresses is the persistent gap between the potential of assistive technology
(AT) to promote social participation and its actual implementation in inclusive primary schools.
Existing AT applications have predominantly focused on functional or academic goals rather than on
fostering reciprocal social interactions, friendships, and belonging (Light & McNaughton, 2014).
The central research question guiding this study is: How can assistive technology promote the social
participation of learners with severe intellectual disabilities in inclusive primary schools?
This question is examined through three sub-questions:
(1) What types of assistive technology are most effective in increasing reciprocal peer interactions
for learners with severe intellectual disabilities during unstructured school activities?
(2) How do classroom contextual factors mediate the relationship between assistive technology
provision and social participation outcomes? and
(3) What are the perspectives of learners with severe intellectual disabilities on their social
experiences and technology use?
The purpose of this study is to investigate the role of assistive technology in promoting the social
participation of learners with severe intellectual disabilities in inclusive primary schools, with a
particular focus on understanding the perspectives of learners, teachers, and support staff. The study
aims to generate evidence-informed resources for schools on implementing AT for social belonging.
2) Research Paradigm
2.1 Definition of a Research Paradigm
A research paradigm is a fundamental worldview or framework of beliefs, assumptions, and values
that guides the conduct of research (Kivunja & Kuyini, 2017). A paradigm encompasses ontology
(the nature of reality), epistemology (the nature of knowledge), methodology (the approach to
inquiry), and methods (the specific techniques for data collection and analysis). The paradigm a
researcher adopts shapes every aspect of the research process, from the questions asked to the
interpretation of findings.
The Role of Assistive Technology in Promoting Social Participation of Learners with Severe
Intellectual Disabilities in Inclusive Primary Schools
1) Introduction
Inclusive education, as conceptualised in international policy frameworks such as the Salamanca
Statement (UNESCO, 1994) and the United Nations Convention on the Rights of Persons with
Disabilities (United Nations, 2006), encompasses far more than the physical placement of learners
with disabilities in mainstream classrooms. Genuine inclusion requires full participation, belonging,
and the removal of social as well as physical barriers. However, for learners with severe intellectual
disabilities (SID), social participation—meaningful relationships with peers, inclusion in play and
social activities, and a sense of belonging—remains an elusive goal despite policy commitments to
inclusive education (Schwab, 2018). Learners with SID often experience social exclusion, isolation,
and a lack of genuine peer relationships, even when physically present in mainstream classrooms
(Webster & Carter, 2007).
The problem this study addresses is the persistent gap between the potential of assistive technology
(AT) to promote social participation and its actual implementation in inclusive primary schools.
Existing AT applications have predominantly focused on functional or academic goals rather than on
fostering reciprocal social interactions, friendships, and belonging (Light & McNaughton, 2014).
The central research question guiding this study is: How can assistive technology promote the social
participation of learners with severe intellectual disabilities in inclusive primary schools?
This question is examined through three sub-questions:
(1) What types of assistive technology are most effective in increasing reciprocal peer interactions
for learners with severe intellectual disabilities during unstructured school activities?
(2) How do classroom contextual factors mediate the relationship between assistive technology
provision and social participation outcomes? and
(3) What are the perspectives of learners with severe intellectual disabilities on their social
experiences and technology use?
The purpose of this study is to investigate the role of assistive technology in promoting the social
participation of learners with severe intellectual disabilities in inclusive primary schools, with a
particular focus on understanding the perspectives of learners, teachers, and support staff. The study
aims to generate evidence-informed resources for schools on implementing AT for social belonging.
2) Research Paradigm
2.1 Definition of a Research Paradigm
A research paradigm is a fundamental worldview or framework of beliefs, assumptions, and values
that guides the conduct of research (Kivunja & Kuyini, 2017). A paradigm encompasses ontology
(the nature of reality), epistemology (the nature of knowledge), methodology (the approach to
inquiry), and methods (the specific techniques for data collection and analysis). The paradigm a
researcher adopts shapes every aspect of the research process, from the questions asked to the
interpretation of findings.
