Barriers to Inclusive Education for Pupils with Disabilities in Zambia: Digital Transformation, Assistive Technology and the Path to Equitable Access

Kalimukwa Masiyaleti Ruth, Dr. Siyumbwa Costa

Inclusive Education; Pupils with Disabilities; Zambia; Assistive Technology; Digital Transformation; Educational Equity; Special Need.

Inclusive education the principle that all learners, regardless of disability or special educational need, should be educated in mainstream school settings with appropriate support represents a globally endorsed but unevenly implemented educational ideal. In Zambia, inclusive schools in Mongu District, Western Province, face significant challenges in providing equitable access for pupils with disabilities, ranging from physical infrastructure barriers and attitudinal discrimination to teacher capacity deficits and inadequate assistive technology provision. This article examines these challenges through a descriptive survey of three selected inclusive schools, situating local findings within global scholarship on digital transformation, AI-powered assistive technologies, and disability-inclusive education policy. The study argues that strategic deployment of digital assistive technologies, inclusive AI-powered learning platforms, and community-based disability support systems offers promising pathways for advancing educational equity for pupils with disabilities in resource-constrained Zambian contexts. Policy and practice recommendations are offered.

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