Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 3 (2025)

Assistive Technology for Special Needs Education Students in an Inclusive Environment: Teachers’ Knowledge and Competence

Liezel Tercero | Niña Rozanne delos Reyes

Discipline: Education

 

Abstract:

The use of appropriate assistive technology to meet every learner's needs is essential in ensuring their total learning experiences. This study evaluated the knowledge and competence of teachers in utilizing assistive technology for special needs education students in an inclusive environment at a Public Secondary School in Cebu during the 2024-2025 school year. It employed a quantitative method using a descriptive correlational design to gather data on the level of knowledge and competence of teachers in utilizing assistive technology for SNED classes. The respondents in the study were the 30 receiving teachers who had special needs education students. These respondents were chosen through the purposive sampling technique. The study utilized a two-part, adapted, and modified questionnaire. The collected data were statistically treated using frequency, simple percentage, mean, and the chi-square test of independence. The results of the study indicate that factors such as gender, educational attainment, and length of service did not demonstrate a significant relationship with either the teachers' knowledge or competence levels in utilizing assistive technology, implying that these demographics may not be as influential in this specific context. Conversely, the age of teachers plays a significant role in their knowledge level regarding the utilization of assistive technology (AT) for teaching special education learners. It is also found that there is no significant relationship between the respondents' profiles and their level of competence. Notably, the findings reveal a strong correlation between teachers’ knowledge level and their competence level in AT utilization, emphasizing that as teachers gain a deeper understanding of AT, their ability to implement it in their classrooms effectively also improves. Thus, an action plan is recommended to strengthen teachers’ knowledge and competence levels in utilizing assistive technology for SNED learners.



References:

  1. Alanazi, A. (2020). Special education teachers’ knowledge of using assistive technology with students with autism spectrum dis-order. Technium: Romanian Journal of Applied Sciences and Technology, 2(7), 54–63. 
  2. Alasmari, A. (2020). Special education teachers’ knowledge and use of assistive technology with students with expressive lan-guage disorders in Saudi Arabia [Doctoral dissertation]. Saint Louis University
  3. Aldehami, S. (2022). Saudi Arabia special education teachers’ attitudes toward assistive technology use for students with intellectual disability. 14(2) 2-17. https://doi.org/10.30935/cedtech/11541 
  4. Almulla, A. (2019). Elementary school teachers’ attitudes toward using high-tech assistive technology for students with learning disabilities in Saudi Arabia [Unpublished doctoral dissertation]. Concordia University Chicago.
  5. Alsawalem, I. M. N. (2019). Teachers’ attitudes towards use of information and communication technology with students with intellectual disability in Saudi Arabian schools (Doctoral dissertation, University of Newcastle).
  6. Alsolami, A.S. (2022). Teachers of special education and assistive technology: teachers’ perceptions of knowledge, competencies, and professional development. Sage Journals. https://doi.org/10.1177/2158244022107 
  7. Babia, J.P., Alaras, L. G., Cotejo, D.G., & Candia, B.A.E. (2022). Assistive technology services in SPED schools. Journal of Positive School Psychology, 6(3), 8740-8754. 
  8. Bhandari, P. (2023). Correlational Research | When & How to Use.  Retrieved from https://www.scribbr.com/methodology/correlational-research/
  9. Department of Education. (2019). Policy guidelines on the K to 12 Basic Education Program (DepEd Order No. 21, s. 2019). Republic of the Philippines. https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
  10. DepEd Order 44, s. 2021. Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program. Department of Education.  Retrieved from https://tinyurl.com/2xufexde
  11. DepEd Order 72, s. 2009. Inclusive Education as a Strategy for Increasing Participation Rate of Children. Department of Education.  Retrieved from https://www.deped.gov.ph/2009/07/06/do-72-s-2009-inclusive-education-as-strategy-for-increasing-participation-rate-of-children/
  12. Enhanced Basic Education Act of 2013,  Section 2. Republic Act No. 10533 (2013). Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
  13. Ghazi Abed, M. (2018). Teachers’ Perspectives on Surrounding ICT Use amongst SEN Students in the Mainstream Educational Setting. World Journal of Education, 8, 6-16. https://doi.org/10.5430/wje.v8n1p6 
  14. Giek, C. B. (2021). A systematic review of the influence of teachers’ knowledge on the use of assistive technology. SEAMEO Regional Centre for Special Educational Needs, 4, 229-241. https://zenodo.org/record/6909824 
  15. Hollingshead, A., Zabala, J. & Carson, J. (2022). The SETT framework and evaluating assistive technology remotely. Council for Exceptional Children. https://exceptionalchildren.org/blog/sett-framework-and-evaluatingassistive-technology-remotely  
  16. Khalil, A. I. & Hantira, N. M. (2022). Special education teachers’ knowledge and attitudes toward the use of assistive technology for disabled children management: Impact of an educational intervention. Scientific Research, 13 (3). https://doi.org/10.4236/ce.2022.133054   
  17. Leon, M. A. (2025). Knowledge And Competence Of Teachers Of Technological, Pedagogical, Content Knowledge (TPCK) Construct.Cognizance Journal of Multidisciplinary Studies, 5(6), 128-155. https://doi.org/10.47760/cognizance.2025.v05i06.010
  18. Metatla, O., Cullen, C. (2018). Bursting the assistance bubble: Designing inclusive technology with children with mixed visual abilities. In Proceedings of the 2018 CHI conference on human factors in computing systems, 1-14. https://doi.org/10.1145/3173574.3173920 
  19. Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content  Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of   Scholarship in Education, 108, 1017 -1054. https://doi.org/10.1177/016146810610800610
  20. National Council for Disability Affairs (n.d.). Official website of the National Council for Disability Affairs. Retrieved from  https://ncda.gov.ph/
  21. Papanikolaou, K., Makri, K., Sofos, I., Tzelepi, M., & Zalavra, E. (2022). Putting TPACK into action in learning design: The case of PeerLAND. Australasian Journal of Educational Technology, 38(6), 53–74. https://doi.org/10.14742/ajet.7556
  22. Philippines. The 1987 Constitution of the Republic of the Philippines. Article XIV, Section 1. Retrieved from https://lawphil.net/consti/cons1987.html
  23. Ramirez, K.L., &  Paragua, F.P. (2025). Technological, Pedagogical and Content Knowledge (TPACK) among the Secondary Math Teachers. Retrieved from https://tinyurl.com/2w9dta53
  24. Republic Act No. 10533 (2013). Enhanced Basic Education Act. The LawPhil. Retrieved from https://lawphil.net/statutes/repacts/ra2013/ra_10533_2013.html
  25. Republic Act No. 11650 (2022). An Act Instituting A Policy Of Inclusion And Services For Learners With Disabilities In Support Of Inclusive Education, Establishing Inclusive Learning Resource Centers Of Learners With Disabilities In All School Districts, Municipalities And Cities, Providing For Standards, Appropriating Funds Therefor, And For Other Purposes. The LawPhil. Retrieved from  https://lawphil.net/statutes/repacts/ra2022/ra_11650_2022.html
  26. Republic Act No. 7277 (1992).  An act providing for the rehabilitation, self-development, and self-reliance of disabled persons and their integration into the mainstream of society. Republic of the Philippines Official Gazette. Retrieved from https://www.officialgazette.gov.ph/1992/03/24/republic-act-no-7277/
  27. Serbay Zambak, V., Lubniewski, K., Halliwell, N., Vazzana, M., Kraycirik, R., & Du, Y. (2025). Understanding assistive technology (AT): Exploring the design and implementation of teaching AT within speech-language pathology, special education, occupational therapy, and curriculum and instruction programs. Assistive Technology, 1–10. https://doi.org/10.1080/10400435.2025.2526740
  28. Setiawan, H., Efendi, A., Prasetyo, I., & Maulyda, M. A. . (2025). Bridging Technology and Pedagogy: Demographics as a Lens to Understand TPACK Utilization Among Primary School Teachers. Pedagogika, 158(2), 117–135. https://doi.org/10.15823/p.2025.158.6
  29. Walker, B. (2018). Assistive technologies to support students with language-based learning differences. Association for the Advancement of Computing in Education (AACE), 2006-2011. 
  30. Xiong, P., & Zhang, Y. (2025). Artificial intelligence as an assistive technology in language education: investigating TPACK, self-efficacy, and organisational support. Disability and Rehabilitation: Assistive Technology, 1–19. https://doi.org/10.1080/17483107.2025.2561927
  31. Zabala, J. S. (2020). The SETT framework: A model for selection and use of assistive technology tools and more. In Assistive technology to support inclusive education (pp. 17-36). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620200000014005

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic