This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT). The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school. The study was embedded in an interpretivist paradigm and used a qualitative research approach. Sampling was purposive and participants were selected based on the researcher’s pre-defined purpose for the study. Ethical approval was sought from the University of South Africa and prior to conducting research consent forms were signed by all participants. Data were collected using questionnaires with open-ended questions, face to face interviews and document analysis. Data analysis was done through thematic coding (noting recurring patterns of information) and the development of major themes based on qualitative data collected. Findings revealed the need for more technology in the research site (such as iPads and laptops), as well as the need for staff training in order to effectively use the technology. Furthermore, having more educational assistants to support students with more complex needs was also highlighted. Findings from face-to-face interviews indicated themes articulating with the above mentioned. This included the need for time to plan for the use of Assistive Technology in the classroom, along with time to familiarize oneself with the various forms of technology available. Training to effectively implement and support the technology was highlighted, as was time to engage with other colleagues and develop a collegial enquiry for the effective use of Assistive Technology to support all learners in the mainstream class. Findings from documents reviewed showed significant focus on the need for diagnosis to be able to select intervention strategies for the classroom and instruction. When staff were aware of a child’s medical, cognitive or mental health diagnosis, appropriate supports could be explored. The school support documents reviewed indicated a clear requirement for updated testing and setting of goals for students, to be supported by the strategies. Recommendations made for the effective use of AT included the promotion of professional development in staff and the establishment of professional learning communities which value the sharing and exchange of information regarding knowledge and skills. Furthermore, a framework is proposed which may be used by schools using assistive technology in supporting learners in mainstream schools so that learning may be enhanced. A further longitudinal study was recommended for the future to determine the impact of the use of AT to support inclusion when relevant staff training is available, applicable and ongoing. / Inclusive Education / D. Ed. (Inclusive Education)

This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT). The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school. The study was embedded in an interpretivist paradigm and used a qualitative research approach. Sampling was purposive and participants were selected based on the researcher’s pre-defined purpose for the study. Ethical approval was sought from the University of South Africa and prior to conducting research consent forms were signed by all participants. Data were collected using questionnaires with open-ended questions, face to face interviews and document analysis. Data analysis was done through thematic coding (noting recurring patterns of information) and the development of major themes based on qualitative data collected. Findings revealed the need for more technology in the research site (such as iPads and laptops), as well as the need for staff training in order to effectively use the technology. Furthermore, having more educational assistants to support students with more complex needs was also highlighted. Findings from face-to-face interviews indicated themes articulating with the above mentioned. This included the need for time to plan for the use of Assistive Technology in the classroom, along with time to familiarize oneself with the various forms of technology available. Training to effectively implement and support the technology was highlighted, as was time to engage with other colleagues and develop a collegial enquiry for the effective use of Assistive Technology to support all learners in the mainstream class. Findings from documents reviewed showed significant focus on the need for diagnosis to be able to select intervention strategies for the classroom and instruction. When staff were aware of a child’s medical, cognitive or mental health diagnosis, appropriate supports could be explored. The school support documents reviewed indicated a clear requirement for updated testing and setting of goals for students, to be supported by the strategies. Recommendations made for the effective use of AT included the promotion of professional development in staff and the establishment of professional learning communities which value the sharing and exchange of information regarding knowledge and skills. Furthermore, a framework is proposed which may be used by schools using assistive technology in supporting learners in mainstream schools so that learning may be enhanced. A further longitudinal study was recommended for the future to determine the impact of the use of AT to support inclusion when relevant staff training is available, applicable and ongoing. / Inclusive Education / D. Ed. (Inclusive Education)