Dr Ansarullah Tantry
Dr. Ansarullah Tantry, PhD in Psychology and Senior Fellow of the Higher Education Academy (SFHEA), is an accomplished academic and researcher with over eight years of teaching and research experience in the field of psychology. He currently serves as an Instructor in Psychology at Fatima College of Health Sciences, Abu Dhabi, UAE. His expertise spans a wide range of subjects, including clinical psychology, research methods, statistical data modeling, and behavioral modification, across undergraduate, postgraduate, and doctoral levels.
Dr. Tantry is the Co-Principal Investigator (Co-PI) of a prestigious project funded by the Ministry of Education, UAE, titled Development of Innovative Diagnostic Tools for Special Needs. This project, with funding of 1.35 million AED, highlights his commitment to advancing psychological research with real-world impact.
In addition to his teaching and research roles, Dr. Tantry has a strong publication record, with 34 articles published in SCOPUS, ABS, and UGC CARE-listed journals. He has also served as Editor-in-Chief of the Westford Research Journal and contributed as a reviewer for international academic journals. His contributions to academia include organizing and chairing international research conferences, presenting at global platforms, and mentoring doctoral and master's scholars, with several dissertations supervised to successful completion.
Dr. Tantry’s professional journey includes notable roles at premier institutions like the Defence Research and Development Organization (DRDO), India, where he developed psychological assessment tools, and All India Institute of Medical Sciences (AIIMS), India, where he contributed to a national survey on substance use. His multidisciplinary expertise and dedication to fostering academic excellence make him a distinguished figure in psychology education and research.
Assistive Technology Use in Special Needs Education: A Review of Current Evidence.
Students with Special Educational Needs (SEN) are encouraged to achieve high academic standards to better understand the world, develop life skills, and achieve career success. In this regard, assistive technology (AT) has become a vital component in educational settings, significantly enhancing learning and communication for students with special needs. Despite the rapid advancements in technology across various sectors in the United Arab Emirates (UAE), research focusing on the use of AT in special needs education within the region remains limited. This review synthesizes existing evidence to explore the integration of AT tools, services, professional development opportunities, and the barriers encountered in UAE special needs centers. Both qualitative and quantitative research were examined to provide a comprehensive understanding of AT's impact. Findings showed that a range of AT de-vices is available to support students with different types of disabilities in classroom environments. However, some challenges, including limited access and lack of training hinder the effective use of AT. The study also high-lighted teachers' perceptions of AT, emphasizing the need for improved re-sources and targeted professional development. Recommendations are provided to enhance the integration and efficacy of assistive technology, ensuring better educational outcomes for students with special needs in the UAE.