Abstract

Inclusive science education ensures that students with disabilities have equal opportunities to participate in STEM fields. This paper explains the role of assistive technologies in creating accessible science labs that address the unique needs of students with physical, sensory, and cognitive disabilities. The research develops on educational theories such as Universal Design for Learning (UDL), where assistive tools, including adaptive lab equipment, digital simulations, and communication aids, are found to promote accessible and independent learning processes. Current implementations illustrate the effectiveness of assistive technologies in enabling students to engage fully in lab activities while also identifying challenges related to financial constraints, technological compatibility, and the need for professional training. Future directions include introducing new technologies, such as virtual reality and artificial intelligence, and emphasising interdisciplinary cooperation and appropriate supportive policy frameworks. Lastly, it advises ensuring investment in assistive technologies and inclusive practices for STEM education is maintained to empower students with disabilities towards more equitable educational environments.