Assistive Technology in Special Education: A Systematic Review of Teachers’ Attitudes and Perceptions of Accessibility, Psychosocial, and Academic Benefits
Aug 2026· Journal of Special Education Technology· 0 citations· 47 references
Abstract
Assistive technology (AT) plays a critical role in supporting students with disabilities; however, less is known about how teachers perceive its use across educational contexts. This study examines special education teachers’ attitudes toward AT, viewed across cognitive, affective, and behavioral dimensions, with a focus on accessibility, psychosocial, and academic benefits, as well as implementation challenges. A mixed-methods systematic review was conducted following PRISMA guidelines, identifying 14 empirical studies (2004–2025) across diverse educational settings. Findings were synthesized using a hybrid inductive–deductive thematic analysis, and study quality was appraised using the Mixed Methods Appraisal Tool. Results indicate that teachers generally hold positive attitudes towards AT and perceive it as enhancing student independence, engagement, and academic performance. However, persistent challenges in training, resource availability, and implementation were identified. The findings underscore the importance of integrating AT into instructional practices, strengthening teacher preparation through hands-on training, and ensuring institutional support, infrastructure, and equitable access.
Assistive technologies play a vital role in supporting the communication, learning, independence, and participation of students with severe and multiple disabilities. However, their effectiveness does not necessarily ensure their long-term and sustainable use in educational settings. While previous research has primarily focused on the effectiveness of assistive technologies, limited attention has been paid to teachers’ attitudes and experiences regarding their sustainable implementation. This study aimed to examine the sustainable use of assistive technologies in the education of students with severe and multiple disabilities from the perspectives of teachers’ attitudes and experiences.
An explanatory sequential mixed methods design was employed. Quantitative data were collected from 132 special education teachers working with students with severe and multiple disabilities. Subsequently, semi-structured interviews were conducted with 20 teachers selected from the higher and lower ends of the attitude-score distribution. Quantitative data were analyzed using descriptive and inferential statistics, including an independent-samples t-test, while qualitative data were analyzed through thematic analysis.
Teachers demonstrated generally positive attitudes toward assistive technologies (M = 73.63/90). However, qualitative findings revealed that positive attitudes alone were insufficient to ensure sustainable use. Institutional support, technical infrastructure, professional development opportunities, and school-level implementation processes emerged as the key factors influencing sustainability.
The findings suggest that the sustainable use of assistive technologies cannot be explained solely by technology acceptance. Rather, teachers’ psychological dispositions should be considered alongside organizational and contextual factors. The study contributes to the literature by providing a more comprehensive understanding of sustainable assistive technology use and offers practical implications for teacher education, school leadership, and educational policy.
Hülya Torun Yeterge· Frontiers in Psychology· 0 citations
Inclusive education requires the effective integration of assistive technologies (ATs) to remove learning barriers for trainees with disabilities. This study examined teacher educators' competencies, institutional support mechanisms, and implementation challenges in integrating ATs at the Kenya School of Technical and Vocational Education and Training (KSTVET). Adopting a mixed-methods design, data were collected from 100 participants (80 teacher educators and 20 institutional administrators) using structured questionnaires, semi-structured interviews, observation schedules, and document analysis. Quantitative data were analyzed descriptively using SPSS, while qualitative data underwent thematic analysis. Findings revealed significant competency gaps: only 20% of teacher educators demonstrated high technical proficiency in AT usage, 45% exhibited moderate competence, and 35% reported low competence. Similarly, pedagogical integration was low, with only 15% effectively embedding ATs into instructional delivery, despite 60% maintaining positive attitudes toward inclusive education. Institutional findings indicated that 53% of educators considered available AT resources insufficient. While departments like ICT and ODeL showed higher familiarity, 58.2% of educators in other departments acquired AT skills informally. Key barriers identified included inadequate structured professional development (63%), limited access to advanced AT devices, and insufficient practical training. The study concludes that positive attitudes alone are insufficient to drive inclusive pedagogy without targeted technical and pedagogical capacity building. It recommends establishing mandatory continuous professional development programs, expanding modern AT infrastructure, and reinforcing policy implementation to enhance TVET trainer preparation for inclusive classrooms.
J. N. Baraza· International journal of res...· 0 citations
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
Beatrice Patricia T. Peconcillo, Gerald John T. Javellana· GEO ACADEMIC JOURNAL· 0 citations
Digital assessment can improve the documentation and pedagogical use of children’s developmental evidence, yet its implementation depends on teachers’ competence and supportive institutional conditions. This study examined teacher readiness, implementation barriers, and training needs related to digital assessment in early childhood education. A quantitative cross-sectional survey was conducted with purposively selected teachers, using a questionnaire that addressed current assessment practices, technology competence, institutional constraints, and preferred forms of professional learning. Responses were analyzed through descriptive, correlational, and regression procedures to identify patterns across the three constructs. The findings showed moderate readiness, substantial implementation barriers, and very strong demand for practical training and application mentoring; barriers were positively associated with training needs and emerged as the strongest predictor, whereas readiness was negatively associated with barriers and training needs. The study contributes an integrated needs profile for designing responsible digital assessment initiatives that combine assessment literacy, guided practice, sustained mentoring, adequate infrastructure, and organizational support while preserving teacher judgment.
K. Adhe, Syed Lamsah Syed Chear, Novi Anggraeni et al.· Educative: Jurnal Ilmiah Pen...· 0 citations
In the heart of every inclusive classroom lies not just a curriculum, but the heart and mindset of the teacher who brings it to life. This descriptive-correlational study assessed teachers’ attitudes towards inclusive education and their implications for special education practices at San Fernando National High School, San Fernando, Cebu, during the school year 2025–2026. The study involved 35 teacher-respondents selected through purposive sampling. An adapted questionnaire based on Saloviita (2020) was used to gather data on respondents’ demographic profile, attitudes across four domains (beliefs about inclusion, confidence and preparedness, support and resources, and attitude towards challenges and benefits), and implemented special education practices. Data were analyzed using descriptive and inferential statistics. Findings revealed that teachers held strongly positive beliefs about inclusion and attitudes towards challenges and benefits, while confidence and preparedness, support and resources were rated at the Agree level. Significant relationships were found between age and support and resources, sex and attitude towards challenges and benefits, and years of teaching experience and confidence and preparedness. Based on the findings, an action plan entitled “Bridging Attitudes and Practices: A Capacity-Building Action Plan for Inclusive Education at San Fernando National High School” was proposed to address identified gaps in specialist guidance, assistive technology use, collaboration, and novice teacher confidence.
Rizalyn Durato· International journal of hum...· 0 citations
This descriptive study determined the barriers encountered in the implementation of inclusive education at Marigondon Elementary School during the School Year 2025-2026, as a basis for developing a strategic action plan. Utilizing a validated questionnaire, data were gathered from 60 teachers selected via purposive sampling. The research assessed teachers’ perceptions across five barrier dimensions: attitudinal, physical and environmental, policy, resource, and family and community. Findings revealed significant challenges across all domains. Resource barriers were perceived as most critical highlighting severe shortages in specialized learning materials, assistive technologies, and direct teacher support. Physical and environmental barriers particularly inadequate classroom space and inaccessible facilities, were also highly evident. While attitudinal barriers were moderate, issues like limited peer acceptance and lack of external support persisted. Policy barriers centered on inadequate training provisions and weak monitoring, whereas family and community barriers stemmed from low awareness and stigma. Statistical analysis further indicated that teachers’ perceptions of these barriers significantly differed based on their highest educational attainment and years of teaching experience. The study concludes that inclusive education implementation is impeded by a complex interplay of systemic, resource-based, and socio-cultural barriers. To address these multifaceted challenges, the study outputs a comprehensive, multi-component action plan titled “PROJECT MESA” (Mainstreaming through Enhanced Support and Accessibility). This strategic plan provides targeted, measurable interventions designed to systematically overcome the identified obstacles, thereby fostering a truly equitable and effective inclusive learning environment for all students at Marigondon Elementary School.
Bella Cabras· International journal of hum...· 0 citations
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