Exploring Assistive Technology Integration in Special Needs Education Classrooms in Selected Schools of Iligan City Division: Teachers’ Implementation, Perceptions, Challenges, Institutional Support, and Impact of Learners

Abstract

The study investigated the use of assistive technology (AT) in Special Needs Education (SNED) classes, focusing on teachers’ practices, perspectives, challenges, coping strategies, institutional support, learner outcomes, ethical considerations, and future directions. The study employed a qualitative research approach to solicit in-depth comments from ten (10) SNED teachers. Using thematic analysis, the data were analyzed, yielding eight themes: individualized and adaptive use of assistive technology; positive perceptions; challenges in integration; institutional support and professional development; impact on student learning and engagement; coping strategies and adaptation; concerns and ethical considerations; and recommendations and future directions. Results demonstrated that teachers utilized assistive technology in highly personalized, learner-centered ways that corresponded with students’ Individualized Education Programs (IEPs), abilities, and unique learning needs. We used both low- and high-tech tools, including visual timetables, communication boards, tablets, multimedia programs, and adaptable gadgets. Assistive technology makes learning more accessible, engaging, and inclusive, which teachers say boosts student involvement, communication, independence, and academic performance. However, the study revealed major problems: limited access to devices, poor internet connectivity, large class sizes, heavy workloads, and a lack of specialized training in assistive technology. Institutional support was patchy, and professional development programs were generally generalist and not AT-specific. Teachers worked together, improvised, altered their lessons, and used low-cost or offline materials to get around these limits. There were also ethical issues, especially around pupils’ dependence on technology, the combination of digital and traditional teaching, and the promotion of appropriate use. Participants called for increased funding, better infrastructure, continuing and targeted training, and equal access to assistive technologies. They also envisioned future classrooms powered by next-generation digital technologies and fully integrated assistive learning environments. Overall, the study finds that the use of assistive technology in SNED settings, as part of individualized, well-supported practices, has a very positive impact on learning and engagement.