Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 12 (2024)

Perspectives of Teachers on the Integration of Assistive Technology in Higher Education Inclusive Classrooms in the Philippines: Importance, Benefits, Social Support, and Challenges

Jeddah B. Quiño-Justol

Discipline: Education

 

Abstract:

This study explored the perspectives of teachers on using assistive technology (AT) in inclusive higher education classrooms. Although previous research showed AT benefits students with disabilities, there is limited understanding of the challenges, social support, and strategies from teachers' viewpoints in this context. The study also looked at how teachers' demographics—such as age, education, and experience—affect their views on AT. Using a quantitative descriptive correlational design, surveys were given to teachers in various higher education institutions in the 2nd District of Misamis Oriental. The findings revealed that teachers strongly agree on the importance of AT in the classroom and its positive impact on student learning. Despite recognizing challenges, especially a lack of training, they still viewed AT as valuable for independent living, job skills, and community involvement. A strong negative correlation was found between teachers' views on AT and their age, meaning older teachers were less positive about AT integration. In contrast, a strong positive correlation was found between teachers' attitudes and their highest educational qualifications, indicating that teachers with higher qualifications have more favorable views on AT, likely due to better understanding and exposure. The very weak negative correlation between attitudes and years of teaching experience suggested that teaching experience does not significantly affect views on AT. Therefore, professional development in AT should be provided regardless of experience. A strong positive correlation was found between teachers' attitudes and the use of specific AT devices, meaning teachers who use these devices are more positive about AT. The results suggest that while teachers value AT, their views were influenced by age, education, and experience with AT devices. Improving AT training and providing hands-on experience will enhance attitudes toward AT, benefiting students in inclusive classrooms. Tailored professional development programs may also support effective AT use in education.



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