ABSTRACT

According to a UNICEF report, up to 10% of children worldwide are affected by specific diseases.The
majority of these children have learning disabilities (SLD) and are educated in general
education.classrooms. An important resource for children with learning disabilities who want to succeed
in school.is the availability of assistive technology. To teach children how to use assistive technology in
the classroom.For teachers, the learning environment is critical. This systematic review concentrated on
teachers.viewpoints on assistive technology for children with SLD Six scholarly articles were used in this
study.this research According to the information gleaned from the articles, teachers are receptive to
assistive technology.They use technology in their classrooms. They regarded assistive technology as an
important auxiliary device.for honing critical reading and writing comprehension skills It is clear,
however, from their perspectives that the teachers required more assistance than they were able to
obtain in order to feel comfortable to feel at ease.

1. Introduction

Specific learning disability (SLD) is defined as a disorder of one or more of the basic cognitive
processes.Cognitive abilities involved in comprehending or employing a language This disability may
manifest itself.It manifests itself in a limited ability to read, write, or perform mathematical calculations
(Rufus,2015; Liman, Abubakar, and Kwalzoom). Children with Specific Learning Difficulties educated in
general education classrooms and frequently encounter difficulties in the classroom settings in
comparison to their contemporaries (Wood, et.al, 2017). One approach to overcoming these challenges
is to implement novel educational strategies in the classroom in order to improve students' performance
children with learning disabilities, as well as to eliminate weaknesses that may pose a barrier to success
life.

In recent years, researchers have shown a growing interest in studying the use of technological aids to
improve the academic performance of children with specific learning disabilities in classrooms that are
inclusive (Starcic & Istenic, 2010; Susan, 2009 and Wood, et.al, 2017).