Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal International Journal of Religion Education and Law
Yadav, Mukesh Kumar
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Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Digital Parenting among Students with Intellectual Disabilities: Challenges & Strategies Kushwaha, Ravindra Kumar; Yadav, Mukesh Kumar; Ahmad, Sarfaraz
International Journal of Religion Education and Law Vol 3, No 1 (2024): February 2024
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijrael.v3i1.1147

Abstract

The rapid advancement of digital technology has significantly transformed various aspects of society, including education. In recent years, the integration of digital tools in educational settings has gained momentum, presenting both opportunities and challenges for students with intellectual disabilities. Digital parenting, which involves guiding and supporting children's use of digital devices and online resources, plays a crucial role in ensuring a safe and productive digital experience. This study aims to explore the challenges and strategies related to digital parenting among students with intellectual disabilities.
Assistive Technologies and Academic Engagement: Evidence from Mainstream Inclusive Schools Yadav, Mukesh Kumar; Singh, Anurag; Verma, Nancy; Kushwaha, Ravindra Kumar
International Journal of Religion Education and Law Vol 5, No 1 (2026): February 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/ijrael.v5i1.7998

Abstract

The present study investigates the impact of assistive technologies (ATs) on academic engagement among students with disabilities in mainstream inclusive schools. Recognizing the increasing adoption of ATs as tools to enhance accessibility and participation, this research examines how these technologies influence behavioural, cognitive, and emotional engagement, alongside the role of institutional and pedagogical support. A quantitative descriptive–correlational design was employed, involving a sample of 35 students with diverse disabilities and five special subject teachers from inclusive schools in Kota. Data were collected using validated instruments, including an Assistive Technology Utilization Scale, a Student Academic Engagement Scale, and a Teacher Questionnaire. Descriptive analysis indicated moderate to high overall academic engagement, with cognitive engagement being the highest (M = 3.85). Correlation analysis revealed significant positive relationships between AT use and behavioural (r = .52, p .01), cognitive (r = .58, p .01), and emotional engagement (r = .46, p .05). Independent samples t-tests demonstrated that students who regularly used ATs exhibited significantly higher engagement than those with limited use. Multiple regression analysis further identified AT use (β = .49, p .01) and teacher training (β = .32, p .05) as significant predictors of academic engagement, highlighting the importance of supportive institutional environments. Findings suggest that ATs serve not only as access tools but also as facilitators of meaningful learning, autonomy, and social participation. The study underscores the need for strategic integration of ATs, teacher professional development, and institutional support to foster equitable and effective inclusive education.
Co-Authors Ahmad, Sarfaraz Kushwaha, Ravindra Kumar Singh, Anurag Verma, Nancy