Teachers’ Attitudes Toward the Use of Assistive Technology and Its Correlation with Student Learning Outcomes in Special and Inclusive Education

Abstract

The purpose of this paper is to establish the relationship between how the teachers feel about the usage of Assistive Technology (AT) in class and their students’ performance in special and inclusive classes in Cebu, Philippines. Quantitative were used in the research design and questionnaires were used to elicit information from 60 teachers. The results showed that the teachers’ attitudes toward AT, on average, were positive, their usage of specific AT tools is rather limited. A positive relationship (0.635) confirmed the relationship between teachers’ attitudes with students’ learning achievement, while the r-value of 0.185 confirmed the non-significant relationship between the frequency of the use of AT and students’ achievement. Consequently, the study suggests the following recommendations: increasing professional development programs related to assistive technology, important resources, positive attitudes, cost issues, and practice interdependence. Such strategies are intended to better support students with disabilities to implement AT in classrooms; in turn, positively influence the educational processes’ quality. This research gives important findings to guide policymakers and practitioners in the areas of inclusive education and appropriate use of technology.