EXPLORING THE ACCESSIBILITY LANDSCAPE OF AI-DRIVEN ASSISTIVE TECHNOLOGIES FOR VISUALLY IMPAIRED STUDENTS IN THE PROVINCE OF PUNJAB

Abstract

            This study investigates the accessibility status of smart devices and artificial intelligence (AI) technologies for students with visual impairment in the Province of Punjab, Pakistan. With the growing integration of digital tools in education, it is critical to assess whether visually impaired learners can equitably benefit from these advancements. Using a mixed-methods research design, data were collected from a purposive sample of 150 participants, including visually impaired students, educators, and institutional administrators from special education centers across Punjab. Quantitative findings indicate moderate availability of AI-powered assistive technologies, yet significant disparities remain in usability and infrastructure. Qualitative data further reveal key barriers such as lack of teacher training, high costs, limited localized content, and insufficient policy support. The study highlights that mere availability of smart devices does not guarantee meaningful access or inclusion. It concludes with practical recommendations for improving digital accessibility through teacher training, context-sensitive technology development, and institutional reforms. These insights are vital for shaping inclusive education policy and digital equity initiatives in special education.