<![CDATA[This study aims to provide an in-depth understanding of the role of assistive technology in developing an inclusive curriculum by examining the perspectives of teachers and students. The research uses a qualitative method with a literature review approach based on data from Google Scholar and SINTA. The results show that assistive technology plays an important role in supporting the learning process of students with special needs, using the Universal Design Learning (UDL) framework. For students with special needs, this assistive technology can help them appear more confident and increase their independence. For teachers, operating this assistive technology remains challenging, with some obstacles such as a lack of professional training, infrastructure limitations, and administrative burdens hindering the effective use of technology. Therefore, this research emphasizes the need for ongoing training for teachers to ensure that assistive technology-based learning for students with special needs can be evenly accessible to all students with disabilities in Indonesia. The implications of this study suggest that educational institutions and policymakers should prioritize investment in assistive technologies, teacher training, and inclusive learning infrastructures to ensure equitable educational opportunities for students with disabilities. Strengthening these aspects is expected to improve the quality and sustainability of inclusive education practices in Indonesia]]>
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