International Journal of Rehabilitation & Disability Studies

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Vol. 1 No. 1 (2025): International Journal of Rehabilitation & Disability Studies

A Case Study on the We Read” (نقرأ) Literacy Lab– Using Assistive Technology as a Transitional Tool for Inclusive Education

  • Sabrin Shaikh
  • Yusra Sayed
  • Ernest Sahakyan
  • Tatevik Muradyan
  • Jose Rubinger
Submitted
December 6, 2025
Published
2025-12-29

Abstract

This case study examines the transformative impact of the “We Read” (نقرأ) Literacy Lab in promoting inclusive education through the utilization of Assistive Technology. Implemented over four months with 50 students with disabilities in the UAE, the Literacy Lab demonstrated remarkable improvements in student attendance, academic performance, communication skills, and social-emotional development. The intervention integrated Key2enable’s Assistive Technology Solutions, accessible digital tools, family engagement strategies, and multisensory learning activities to bridge educational gaps. By June, over 90% of students consistently attended sessions and showed significant gains in literacy and comprehension. In addition to classroom-focused learning outcomes, the Literacy Lab initiative integrates a structured vocational training component. Through a pilot program in partnership with Zayed Higher Organisation, a cohort of People of Determination (PoDs) is receiving specialized training to access and navigate essential government platforms like TAMM and ICP—laying the foundation for long-term digital independence and inclusive employment. The program's human-centered approach—emphasizing student voice, peer learning, and emotional expression—offers a compelling model for inclusive education in the Arab region and beyond.

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