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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
This assignment presents the research methodology for a study investigating the role of assistive
technology (AT) in promoting the social participation of learners with severe intellectual disabilities
(SID) in inclusive primary schools.
The central research question is:
How can assistive technology promote the social participation of learners with severe intellectual
disabilities in inclusive primary schools?
This 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 the study is to investigate the role of assistive technology in promoting the social
participation of learners with SID 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. This assignment
discusses the methodological choices that will guide the study, including the research paradigm,
approach, design, sampling, data collection, data analysis, quality criteria, and ethical considerations.
2) Research Paradigm
This study is situated within the interpretive paradigm, which holds that reality is socially
constructed, subjective, and multiple, shaped by individuals' experiences, beliefs, and social contexts
(Wellington, 2015). Ontologically, interpretivism adopts a relativist position, embracing multiple
realities rather than a single objective truth (Creswell, 2013). Epistemologically, interpretivism is
subjectivist, recognising that knowledge is co-constructed through interaction between the researcher
and participants, and that meaning is not discovered but constructed (Crotty, 1998).
Interpretivism is appropriate for this study because it seeks to understand the lived experiences of
learners with SID regarding their social participation and technology use. These experiences are
inherently subjective and cannot be captured through objective, quantitative measures alone. Social
participation is a multifaceted concept that includes interpersonal relations, social inclusion, and
rights—all of which are experienced subjectively by individuals (Klavina, Pérez Fuster, & Sousa,
2024). An interpretive approach enables the researcher to access these subjective experiences
through observation, engagement, and dialogue. Furthermore, the study explores the perspectives of
multiple stakeholders—learners with SID, teachers, teaching assistants, and peers—each of whom
constructs their own understanding of social participation and technology use. Interpretivism's
acceptance of multiple realities allows the researcher to capture these diverse perspectives without
privileging one over another (Creswell, 2013). This paradigm also aligns with the shift from the
medical model to the social-ecological model of disability, which conceptualises disability as a
problem of alignment between the person and their environment (Klavina et al., 2024).
The Role of Assistive Technology in Promoting Social Participation of Learners with Severe
Intellectual Disabilities in Inclusive Primary Schools
1) Introduction
This assignment presents the research methodology for a study investigating the role of assistive
technology (AT) in promoting the social participation of learners with severe intellectual disabilities
(SID) in inclusive primary schools.
The central research question is:
How can assistive technology promote the social participation of learners with severe intellectual
disabilities in inclusive primary schools?
This 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 the study is to investigate the role of assistive technology in promoting the social
participation of learners with SID 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. This assignment
discusses the methodological choices that will guide the study, including the research paradigm,
approach, design, sampling, data collection, data analysis, quality criteria, and ethical considerations.
2) Research Paradigm
This study is situated within the interpretive paradigm, which holds that reality is socially
constructed, subjective, and multiple, shaped by individuals' experiences, beliefs, and social contexts
(Wellington, 2015). Ontologically, interpretivism adopts a relativist position, embracing multiple
realities rather than a single objective truth (Creswell, 2013). Epistemologically, interpretivism is
subjectivist, recognising that knowledge is co-constructed through interaction between the researcher
and participants, and that meaning is not discovered but constructed (Crotty, 1998).
Interpretivism is appropriate for this study because it seeks to understand the lived experiences of
learners with SID regarding their social participation and technology use. These experiences are
inherently subjective and cannot be captured through objective, quantitative measures alone. Social
participation is a multifaceted concept that includes interpersonal relations, social inclusion, and
rights—all of which are experienced subjectively by individuals (Klavina, Pérez Fuster, & Sousa,
2024). An interpretive approach enables the researcher to access these subjective experiences
through observation, engagement, and dialogue. Furthermore, the study explores the perspectives of
multiple stakeholders—learners with SID, teachers, teaching assistants, and peers—each of whom
constructs their own understanding of social participation and technology use. Interpretivism's
acceptance of multiple realities allows the researcher to capture these diverse perspectives without
privileging one over another (Creswell, 2013). This paradigm also aligns with the shift from the
medical model to the social-ecological model of disability, which conceptualises disability as a
problem of alignment between the person and their environment (Klavina et al., 2024).
