Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions

İsmahan Arslan Arı; Gulshat Muhametjanova

doi:10.17275/per.26.35.13.3

Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions

Abstract

The importance of providing equal access to education for students with disabilities within an inclusive education system was highlighted by the Cabinet of Ministers of the Kyrgyz Republic in the 2023 “Accessible Country” state program. Recent literature has supported the significant role of assistive technology (AT) in meeting the needs of students with disabilities within an inclusive setting. However, this indicates a necessity for teachers to be knowledgeable and skilled in using AT. In order to meet the goals of the Accessible Country program, the current study aimed to explore teachers’ AT knowledge and skills, their perspectives toward AT use, and their perceptions of AT in K-12 settings. Data were collected from 262 teachers via survey. The results indicated that the schools had more low-tech AT and less mid-tech or high-tech AT, and that teachers had an awareness of the benefits and importance of ATs in education. However, the teachers have limited AT knowledge and skills, in addition to their pedagogical knowledge of AT integration in the special education context. Also, the teachers held a neutral perspective about the use of AT in special education. The teachers reported AT training needs, lack of available time, lack of support, lack of motivation, low teacher salaries, and lack of resources as barriers to the use of AT in the Kyrgyz education system.

Keywords

assistive technology, teacher education, students with disabilities, inclusive education

Supporting Institution

No funding was received.

Ethical Statement

The study adhered to the ethical guidelines recognized by this journal.

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Details

Primary Language

English

Subjects

Instructional Technologies

Journal Section

Research Article

Authors

İsmahan Arslan Arı ^*
0000-0003-3497-7058
United States

Gulshat Muhametjanova
0000-0001-9423-6302
Kyrgyzstan

Publication Date

May 4, 2026

Submission Date

October 22, 2025

Acceptance Date

February 5, 2026

Published in Issue

Year 2026 Volume: 13 Number: 3

DOI

https://doi.org/10.17275/per.26.35.13.3

IZ

https://izlik.org/JA89FT47ZU

APA

Arslan Arı, İ., & Muhametjanova, G. (2026). Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions. Participatory Educational Research, 13(3), 74-92. https://doi.org/10.17275/per.26.35.13.3

AMA

1.Arslan Arı İ, Muhametjanova G. Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions. PER. 2026;13(3):74-92. doi:10.17275/per.26.35.13.3

Chicago

Arslan Arı, İsmahan, and Gulshat Muhametjanova. 2026. “Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions”. Participatory Educational Research 13 (3): 74-92. https://doi.org/10.17275/per.26.35.13.3.

EndNote

Arslan Arı İ, Muhametjanova G (May 1, 2026) Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions. Participatory Educational Research 13 3 74–92.

IEEE

[1]İ. Arslan Arı and G. Muhametjanova, “Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions”, PER, vol. 13, no. 3, pp. 74–92, May 2026, doi: 10.17275/per.26.35.13.3.

ISNAD

Arslan Arı, İsmahan - Muhametjanova, Gulshat. “Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions”. Participatory Educational Research 13/3 (May 1, 2026): 74-92. https://doi.org/10.17275/per.26.35.13.3.

JAMA

1.Arslan Arı İ, Muhametjanova G. Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions. PER. 2026;13:74–92.

MLA

Arslan Arı, İsmahan, and Gulshat Muhametjanova. “Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions”. Participatory Educational Research, vol. 13, no. 3, May 2026, pp. 74-92, doi:10.17275/per.26.35.13.3.

Vancouver

1.İsmahan Arslan Arı, Gulshat Muhametjanova. Assistive Technology in Kyrgyz Education: Teachers’ Knowledge and Perceptions. PER. 2026 May 1;13(3):74-92. doi:10.17275/per.26.35.13.3