Abstract

This Paper study examines the role of Technology-Assisted Behavioural Therapy (TABT) in enhancing experiential learning for students with disabilities. With the growing integration of digital tools such as virtual reality (VR), mobile applications, wearable devices, and artificial intelligence (AI), these studies offers interactive, adaptive, and immersive learning environments that address the limitations of traditional behavioural and pedagogical approaches. The research highlights how TABT supports behavioural modification, emotional regulation, communication, and social skill 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, risks of over-reliance on technology, algorithmic bias, infrastructural barriers, and the lack of standardized regulatory frameworks 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 has strong potential to transform special education through experiential learning, provided it is implemented ethically, equitably, and with cultural relevance.

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