Empowering Inclusion Through Technology: Special Education Teachers' Knowledge and Attitudes Toward Assistive Technology Intervention
TL;DR
A comprehensive professional training program is put forward to bridge the highlighted technical and systemic execution discrepancies and demonstrate adequate overall knowledge and highly positive attitudes toward assistive technology interventions.
Abstract
This study assessed the knowledge and attitudes of special education teachers toward assistive technology interventions in a special education school in Iloilo City, Philippines. Employing a mixed-method embedded design, the study combined quantitative survey data from forty-eight (48) special education teachers and qualitative insights from interviews with ten (10) selected respondents. Quantitative data analysis utilized frequency, percentage, mean, standard deviation, t-test, and ANOVA, while qualitative data underwent thematic analysis. The findings revealed that the respondents demonstrated adequate overall knowledge (M = 3.80) and highly positive attitudes (M = 4.05) toward assistive technology interventions. While teachers exhibited robust proficiency in identifying and matching tools (M = 3.93), a significant deficit was identified in technical operating and troubleshooting skills (M = 3.45). Key challenges included an acute insufficiency of devices, restricted training avenues, unstable digital connectivity, and sparse specialist backup. Profile variations indicated that age, academic qualifications, and baseline training exposure significantly modulated pedagogical competencies, whereas tenure did not present statistically meaningful variations. Based on these outcomes, a comprehensive professional training program is put forward to bridge the highlighted technical and systemic execution discrepancies. Keywords: Assistive technology, special education teachers, inclusive education, teacher knowledge, teacher attitudes