Abstract:

The accelerated development of assistive technologies (AT) has expanded possibilities for improving learning accessibility and participation for students with disabilities within inclusive education systems. This study examines the role of AT in secondary education, with the aim of clarifying how technological tools support learning accessibility and identifying the pedagogical, institutional, and professional factors that shape their effective implementation. The research conceptualizes accessibility as a dynamic interaction between technological affordances, instructional design, and teacher preparedness.

A mixed-method research design was employed involving 78 teachers and 46 students with mild to moderate disabilities enrolled in inclusive secondary schools in Bucharest. Quantitative data were collected through structured questionnaires addressing patterns of AT use, perceived impact on student engagement and autonomy, and teachers’ self-assessed digital and inclusive pedagogical competence. Qualitative data were generated through semi-structured interviews and classroom-based reflections, which provided deeper insight into instructional practices, perceived barriers, and contextual conditions influencing AT integration. This methodological combination allowed for a comprehensive analysis of both experiential and structural dimensions of accessibility.

The results indicate that assistive technologies contribute positively to student motivation, participation, and perceived learning independence when embedded within coherent pedagogical strategies. However, the effectiveness of AT use varied considerably across contexts, with teacher competence, availability of adaptive digital content, and institutional support emerging as critical mediating factors. While most teachers expressed openness toward the use of assistive technologies, many reported limited formal training and insufficient guidance on adapting curricula to diverse learner needs, which constrained the consistent educational impact of AT.

The study concludes that meaningful learning accessibility cannot be achieved through technology alone. Sustainable implementation of assistive technologies requires the systematic alignment of digital literacy development, inclusive pedagogical training, and organizational commitment to accessibility. By integrating AT into everyday teaching practices and supporting educators in designing accessible learning environments, schools can move beyond symbolic inclusion toward substantive educational equity. The findings emphasize the ethical and educational responsibility of school systems to ensure that digital access translates into authentic learning opportunities for students with disabilities.

Keywords:

Assistive technologies, accessibility, inclusive learning, digital literacy, special education, educational equity.