Accessibility and Use of ICT-Based Learning Tools in Special Schools in Bangladesh
Nosrat Jahan Ormi1 , Md. Adnan Nadiv2 and Md. Tahmid Anjum Nishat3
1 Senior Lecturer, Department of Education, Proyash Institute of Special Education and Research (PISER), affiliated with Bangladesh University of Professionals (BUP), Dhaka-1206, Bangladesh. 2 Lecturer, Department of Special Education, Proyash Institute of Special Education and Research (PISER), affiliated with Bangladesh University of Professionals (BUP), Dhaka-1206, Bangladesh. 3 Par-time Faculty Mamber, Department of Education, Proyash Institute of Special Education and Research (PISER), affiliated with Bangladesh University of Professionals (BUP), Dhaka-1206, Bangladesh.
DOI:
PISER JOURNAL | Volume 3 | Issue 1 | 2026
Abstract
The incorporation of Information and Communication Technology (ICT) tools is considered as an effective practice to offer a wide-ranged learning experience for the students with special needs. However, the access and usage of digital technologies is a less explored area in the context of special schools in Bangladesh. This qualitative study aimed to investigate the effective practice of using ICT tools as well as explore the barriers in integrating the tools in instruction. In this research, 20 special educators were selected as study participants purposefully. Semi-structured interview was employed to generate findings. The study found usage of utilizing digital tools in several aspects that includes digital visual assistance, academic support, and speech and hearing support. The study identified some challenges in integrating digital resources in instruction which are: misconceptions and limited understanding, language barrier, unavailability of resources, financial challenge, perceived complexity, disparity between urban and rural setting, and insufficient teacher and staff training. These findings indicate the need of initiating policy-level support, field-level training and logistical support. The study will be helpful in understanding and establishing evidence-based practice on integrating ICT-based tools in instruction that will ensure a more concrete learning experience for students with special needs.
Keywords: ICT, Access, Usage, Challenges, Teachers, Special schools
