Over recent years, technological advancements have reshaped the education sector. However, limited empirical research has examined the integration of technology within inclusive education (IE). The purpose of this study was to investigate school leaders’ perceptions and beliefs regarding essential teaching aids, specialized equipment, and infrastructural provisions necessary for effective IE implementation. This qualitative study employed a phenomenological design. Through purposive sampling, a sample of 12 school leaders was selected. Data were gathered through semi-structured interviews and were analyzed thematically using NVivo software. The findings revealed that effective IE requires a range of resources, including graphic planners, time organizers, alternative communication devices, AI-based tools, computer-assisted software, and assistive technologies such as text-to-speech and speech-to-text systems. Infrastructural provisions, such as ramps, escalators, accessible classroom layouts, and equipment like electronic wheelchairs, adjustable tables, smartboards, and interactive boards, were also identified as essential. It is recommended that AI-based tools and specialized equipment be piloted in one district before being implemented nationwide. The study offers significant implications for research, policy, and the strategic integration of technology in inclusive education.
Akhter et al. (2025) studied this question.