Imran, MullaAlderaan, Heyam2024-11-172024Harvardhttps://hdl.handle.net/20.500.14154/73605This study examined the perceived effects of assistive technology (AT) on the motivation for learning and academic achievement of students with intellectual disabilities (ID) in Saudi Arabia and identified types of AT commonly used by special education teachers. Employing a mixed-methods approach, the research combined online surveys with follow-up interviews. The findings revealed highly positive perceptions among teachers regarding AT’s impact on both motivation for learning and academic achievement for students with ID. However, qualitative data suggested a knowledge gap among special education teachers about what constitutes AT. While not a primary aim of this study, several barriers emerged as AT implementation challenges. Recommendations include developing comprehensive training programmes, increasing funding, and establishing legislation to guide AT implementation in Saudi Arabia.83enintellectual disabilitiesassistive technologyacademic achievementmotivation for learningThesis