<![CDATA[This study aims to examine the factors influencing assistive technology (AT) adoption and identify the assistive technology devices (ATDs) required to support inclusive learning in primary schools. A qualitative case study design was employed, involving nine teachers from primary schools, purposively selected as informants. Data were collected through interviews and classroom observations and analysed thematically to identify patterns related to learner needs, technology availability, teacher readiness, and institutional conditions. The findings show that AT adoption is primarily needs-driven, with teachers identifying devices according to learners’ reading, writing, sensory, motor, and communication barriers. Required ATDs included text-to-speech software, audiobooks, reading pens, FM systems, enlarged-print materials, speech-to-text tools, adaptive writing devices, tablets, educational applications, and augmentative and alternative communication tools. However, adoption was constrained by limited resources, inadequate infrastructure, insufficient AT-specific training, workload pressures, gaps in technical support, and weak institutional support. The study concludes that sustainable AT adoption requires alignment between learner needs, appropriate technologies, teacher competence, and institutional support. The findings imply that primary schools should strengthen funding, continuous professional development, technical assistance, and inclusive technology planning.]]>
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