The impact of IT-secured augmented reality programs on reading development in students with intellectual disabilities

The current study is intensive on an IT-supported Augmented Reality (AR) involvement program and investigated whether it could have the same positive impact upon reading skills in three 10–11-year-old children with IDD via a multiple-baseline single-case design. Findings indicated significant gains during the treatment phase, with two students declaring gains and one demonstrating mild regression assumed to be due to cognitive differences. The product’s IT-secure design allowed safe data documentation and system stability with a strong commitment toward relentless engagement, proving the accountable application of AR technologies for learning. Encompassing principles of cybersecurity and IT supremacy reduced the risk of technology issues, and ensured that understanding was inclusive. Ethical and irrelevant technology integration would be operationalized by high social validity, student fulfillment, and teacher preference. Results deliver unlawful evidence for educational scientists and IT auditors about secure, measurable, and socially accepted AR interventions.