PEMANFAATAN TEKNOLOGI ASISTIF DALAM 

PEMBELAJARAN MEMBACA BAGI PESERTA DIDIK AUTIS 

(Studi Kasus di DeWitt Middle School, Ithaca, New York State)

USE OF ASSISTIVE TECHNOLOGY IN LEARNING TO READ 

FOR AUTISTIC STUDENTS 

(Case Study at DeWitt Middle School, Ithaca, New York State)

Penelitian ini bertujuan untuk mendeskripsikan 

perencanaan, pelaksanaan, hambatan, dan faktor pendukung 

dalam pemanfaatan teknologi asistif pada pembelajaran membaca 

bagi peserta didik autis di DeWitt Middle School, Ithaca, New 

York State. Penelitian ini menggunakan pendekatan kualitatif 

deskriptif dengan teknik pengumpulan data melalui wawancara, 

observasi, dan dokumentasi. Subjek penelitian meliputi kepala 

sekolah, koordinator inklusi, guru pendidikan khusus, guru 

pendamping khusus, dan peserta didik autis. Analisis data yang 

digunakan adalah kondensasi data, penyajian data, serta 

penarikan kesimpulan dan verifikasi. Uji keabsahan data yang 

dilakukan meliputi uji credibility, transferability, dependability, dan 

confirmability.

Hasil penelitian menunjukkan bahwa perencanaan 

pemanfaatan teknologi asistif dilakukan melalui rapat tim 

Individualized Education Program (IEP), yang bertanggung jawab 

dalam menentukan teknologi asistif yang sesuai dengan 

kebutuhan peserta didik. Proses pengadaan dilakukan oleh Associate Principal of Inclusion melalui pengajuan kepada 

Departemen Teknologi ICSD, dengan waktu penyediaan antara 

lima hari hingga satu bulan.

Dalam pelaksanaan pembelajaran, teknologi asistif 

digunakan secara terintegrasi melalui berbagai media, baik 

berteknologi rendah (buku cetak, flashcard, Edmark Reading Kit), 

menengah (speaker, headphone), maupun berteknologi tinggi 

(Chromebook, aplikasi Really Great Reading, CommonLit, 

Reading A-Z, Epic!, ReadWorks, Literably, IXL Reading, Amplify 

Reading, PebbleGo, Text-to-Speech, dan iPad AAC). Teknologi ini 

mendukung proses membaca awal, pemahaman bacaan, serta 

komunikasi alternatif bagi peserta didik dengan hambatan verbal.

Hambatan utama yang ditemukan meliputi kesulitan 

peserta didik dalam memfokuskan perhatian, keterbatasan 

kemampuan mengoperasikan aplikasi tertentu, serta kendala 

teknis seperti koneksi audio yang kurang stabil. Adapun faktor 

pendukung keberhasilan implementasi teknologi asistif mencakup 

dukungan sekolah dan distrik (ICSD), kolaborasi tim IEP dengan 

orang tua, pelatihan guru, serta ketersediaan teknologi asistif yang 

sesuai dengan kebutuhan masing-masing peserta didik.

Penelitian ini menyimpulkan bahwa pemanfaatan 

teknologi asistif di DeWitt Middle School telah terencana, 

terimplementasi, dan didukung dengan baik.

Kata kunci: teknologi asistif, pembelajaran membaca, peserta 

 didik autis, pendidikan inklusif, studi kasus

This study aims to describe the planning, implementation, 

obstacles, and supporting factors in the use of assistive technology in 

reading instruction for autistic students at DeWitt Middle School, Ithaca, 

New York State. This study uses a descriptive qualitative approach with 

data collection techniques through interviews, observations, and 

documentation. The research subjects included the head teacher, inclusion 

coordinator, special education teacher, teacher aide, and autistic students. 

The data analysis used was data condensation, data presentation, and 

conclusion drawing and verification. Data validity tests conducted 

included credibility, transferability, dependability, and confirmability 

tests.

The results of the study show that the planning of assistive 

technology utilisation is carried out through Individualised Education 

Programme (IEP) team meetings, which are responsible for determining 

the assistive technology that suits the needs of students. The procurement 

process is carried out by the Associate Principal of Inclusion through a 

submission to the ICSD Technology Department, with a provision time 

of between five days and one month.

In the implementation of learning, assistive technology is used 

in an integrated manner through various media, including low-tech (printed books, flashcards, Edmark Reading Kit), medium-tech (speakers, 

headphones), and high-tech (Chromebooks, Really Great Reading, 

CommonLit, Reading A-Z, Epic!, ReadWorks, Literably, IXL Reading, 

Amplify Reading, PebbleGo, Text-to-Speech, and iPad AAC). This 

technology supports early reading, reading comprehension, and 

alternative communication for students with verbal impairments.

The main obstacles encountered include difficulties for students 

in focusing their attention, limited ability to operate certain applications, 

and technical constraints such as unstable audio connections. Factors 

supporting the successful implementation of assistive technology include 

support from schools and districts (ICSD), collaboration between IEP 

teams and parents, teacher training, and the availability of assistive 

technology that suits the needs of each student.

This study concludes that the use of assistive technology at 

DeWitt Middle School has been well planned, implemented, and 

supported.

Keywords: assistive technology, reading learning, autistic students, 

 inclusive education, case study