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Abstract
This study examined assistive technology and entrepreneurial skill development for learners with Aautism spectrum disorder in Cameroon through a documentary analysis approach. Policies relating to assistive technology and entrepreneurship education for learners with ASD, analyze the extent of assistive technology integration in entrepreneurial skill development frameworks, identify implementation gaps and challenges, and propose strategies for strengthening inclusive entrepreneurship education through assistive technology. The qualitative research approach was adopted using documentary analysis design. Data was obtained from national policy documents, legal frameworks, curriculum guides, international conventions, institutional reports, scholarly articles, and inclusive education publications related to assistive technology, entrepreneurship education, and ASD and analyzed using thematic analysis. Findings revealed that, limited attention is given to entrepreneurial skill development and assistive technology integration for learners with ASD. The study concluded that assistive technology has significant potential to enhance entrepreneurial competencies, communication, vocational participation, creativity, and independent functioning among learners with ASD when effectively integrated into inclusive educational systems. The study recommended that, improving access to assistive technology and integrating entrepreneurship-oriented assistive learning approaches for learners with ASD will be beneficial.
References
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