This research paper investigates the neurocognitive effects of assistive technology (AT) on English Language Leaners (ELL) with specific learning difficulties. Neurodevelopmental disorders bring major learning difficulties for students in conventional educational settings and may hinder comprehension, spelling, retention, time management and decoding abilities which impact their academic performance. AT offers innovative solutions to bridge the gap between limitations and learning and emerges as an essential intervention for learning by providing students with text-to-speech-to-text software (TTS and STT) and apps together with audiobooks, note-taking apps and lecture recordings. The researcher seeks to examine how specific AT interventions modulate cognitive functions such as attention, memory, and executive control in students with diverse learning needs by investigating the effects of multiple AT tools on thinking patterns together with their impact on reading, understanding and educational performance outcomes. The researcher designed this exploratory research that analyzes a series of observational data through observational methods. The study adds value to current research about inclusive classrooms and technological tools that help students with learning difficulties.
Keywords: Inclusive Education, Learning Difficulties, assistive technology, educational equity, neurocognitive processing
