Abstract

This paper examines the role of Technology-Assisted Behavioral Therapy (TABT) in enhancing experiential learning for students with disabilities. With the increasing integration of digital tools such as virtual reality (VR), mobile applications, wearable devices, and artificial intelligence (AI), these study explores how these technologies provide interactive, adaptive, and immersive learning environments that overcome the limitations of traditional behavioural and educational approaches. The research highlights how TABT assists in behaviour modification, emotional regulation, communication, and social skills development in learners with conditions such as Autism Spectrum Disorder (ASD), ADHD, learning disabilities, and sensory impairments. Global case studies demonstrate improved engagement, personalized learning pathways, and data-driven decision-making for educators. However, the study also identifies significant challenges, including data privacy concerns, the risks of over-reliance on technology, algorithmic bias, infrastructure limitations, and the lack of a standardized regulatory framework in India. The findings emphasize the need for indigenous technological solutions, teacher training, inclusive policies, and evidence-based evaluation. Overall, the study concludes that TABT holds immense potential to transform special education through experiential learning, provided it is implemented ethically, equitably, and with cultural relevance.

Keywords