Research Article

Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines

Rolyn Joy Campado 1 , Cathy Mae Dabi Toquero 1 * , Diane Mae Ulanday 1
More Detail
1 College of Education, Mindanao State University, General Santos City, PHILIPPINES* Corresponding Author
International Journal of Professional Development, Learners and Learning, 5(1), 2023, ep2308, https://doi.org/10.30935/ijpdll/13062
Published: 11 March 2023
OPEN ACCESS   8853 Views   5237 Downloads
Download Full Text (PDF)

ABSTRACT

This study examined the integration of assistive technology (AT) in teaching learners with special educational needs (LSENs) in selected schools in the Philippines. This aimed to determine the assistive technologies utilized in teaching the special education (SPED) learners. The research also examined the perceptions, challenges, and support mechanism in the integration of technology among SPED teachers. Key informant interviews or in-depth interviews were conducted amid the COVID-19 pandemic to 12 SPED teachers handling learners with special needs. The findings of the study revealed that the available assistive technologies are interactive multimedia and conventional technology. Educational apps and high-tech tools are also used but of limited number. As SPED teachers who are teaching LSENs use AT, they find it useful as a reinforcement to learning, provides satisfaction in teaching, and brings motivational impact to learners. However, this somehow leads to fixation of learners to technology. Inadequacy of resources, learners’ misbehavior during instruction, technological problems and poor mastery of skills are the identified challenges of SPED teachers. Financial, emotional, administrative, instructional and moral support are needed as a support mechanism. The study recommends for SPED schools to provide relevant trainings to SPED teachers on how to deal with the difficulties to meet the special needs of the learners.

CITATION (APA)

Campado, R. J., Toquero, C. M. D., & Ulanday, D. M. (2023). Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines. International Journal of Professional Development, Learners and Learning, 5(1), ep2308. https://doi.org/10.30935/ijpdll/13062

REFERENCES

  1. Ahmed, A. (2018). Perceptions of using assistive technology for students with disabilities in the classroom. International Journal of Special Education, 33(1), 129-139.
  2. Akselrud, R. (2004). The effects of pencil grips on handwriting and tripod grasp in children with learning disabilities. Touro College.
  3. Alharbi, S. (2016). Benefits and barriers: incorporating assistive technology in an inclusive setting for primary school students with learning disabilities in language arts. American Research Journal of Humanities and Social Sciences, 2(1), 1-11.
  4. Alkahtani, K. D. (2013). Teachers’ knowledge and use of assistive technology for students with special educational needs. Journal of Studies in Education, 3(2), 65-86. https://doi.org/10.5296/jse.v3i2.3424
  5. Almumen, H., & Almuhareb, K. (2020). Technology-enriched social story intervention: Engaging children with autism spectrum disorders in social communication. International Journal of Early Childhood Special Education, 12(1), 96-119. https://doi.org/10.20489/intjecse.726397
  6. Alzyoudi, M., Sartawi, A., & Almuhiri, O. (2015). The impact of video modelling on improving social skills in children with autism. British Journal of Special Education, 42(1), 53-68. https://doi.org/10.1111/1467-8578.12057
  7. Amiripour, P., Bijan-zadeh, H., Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology instruction on increasing motivation and capacity of mathematical problem solving in dyscalculia students. Educational Research, 2(10), 1611-1618.
  8. Anandha, A., Anggraheni, D., & Yogatama, A. (2021). Utilizing Kahoot! in vocabulary teaching for students with special needs. In Proceedings of the English Language and Literature International Conference (pp. 213-219).
  9. Andresen, B. (2007). Literacy, assistive technology and e‐inclusion. Journal of Assistive Technologies, 1(1). https://doi.org/10.1108/17549450200700003
  10. Ari, I. A., & Baser, D. 2022). Evaluation of preservice teachers’ computer-based instructional materials by special education teachers. Journal of Ahmet Kelesoglu Education Faculty, 4(2), 248-266. https://doi.org/10.38151/akef.2022.16
  11. Arpacik, O., Kursun, E., & Goktas, Y. (2018). Using interactive whiteboards as an assistive technology for students with intellectual disability. Journal of Education and Future, 14, 1-14. https://doi.org/10.30786/jef.418054
  12. Baglama, B., Evcimen, E., Altinay, F., Sharma, R. C., Tlili, A., Altinay, Z., Dagli, G., Jemni, M., Shadiev, R., Yucesoy, Y., & Celebi, M. (2022). Analysis of digital leadership in school management and accessibility of animation-designed game-based learning for sustainability of education for children with special needs. Sustainability, 14, 7730. https://doi.org/10.3390/su14137730
  13. Baglama, B., Yikmis, A., & Demirok, M. S. (2017). Special education teachers’views on using technology in teaching mathematics. European Journal of Special Education Research, 2014, 345146.
  14. Baglama, B., Yucesoy, Y., & Demirok, M.S. (2018). Use of computers in special education: Benefits and outcomes. Near East University Online Journal of Education, 1(1), 54-62. https://doi.org/10.32955/neuje.v1i1.56
  15. Bicen, H., & Arnavut, A. (2017). Examination of the studies on technology addiction published between 2008-2016. International Journal of Sciences and Research, 73(5), 148-155. https://doi.org/10.21506/j.ponte.2017.5.41
  16. Cagiltay, K., Cakir, H., Karasu, N., Islim, O. F., & Cicek, F. (2019). Use of educational technology in special education: Perceptions of teachers. Participatory Educational Research, 6(2), 189-205. https://doi.org/10.17275/per.19.21.6.2
  17. Chukwuemeka, E. J., & Samaila, D. (2020). Teachers’ perception and factors limiting the use of high-tech assistive technology in special education schools in northwest nigeria. Contemporary Educational Technology, 11(1), 99-109. https://doi.org/10.30935/cet.646841
  18. Cicek, V. (2011). Instructional aspects of SPED program in US public school system applicable to other educational systems [master’s thesis, Ishik University].
  19. Coleman, M. B. (2011). Successful implementation of assistive technology to promote access to curriculum and instruction for students with physical disabilities. Physical Disabilities: Education and Related Services, 30(2), 2-22.
  20. Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and what can be done about it. TEACHING Exceptional Children Plus, 3(3), 5.
  21. de Freitas, M. P., Piai, V. A., Farias, R. H., Fernandes, A. M. R., de Moraes Rossetto, A. G., & Leithardt, V. R. Q. (2022). Artificial intelligence of things applied to assistive technology: A systematic literature review. Sensors, 22, 8531. https://doi.org/10.3390/s22218531
  22. Dias, L., & Victor, A. (2017). Teaching and learning with mobile devices in the 21st century digital world: Benefits and challenges. European Journal of Multidisciplinary Studies, 2(5), 339-344. https://doi.org/10.26417/ejms.v5i1.p339-344
  23. Dotong, C. I., De Castro, E. L., Dolot, J. A., & Prenda, M. (2016). Barriers for educational technology integration in contemporary classroom environment. Asia Pacific Journal of Education, Arts and Sciences, 3(2), 13-20.
  24. Downey, T. N. (2016). Children with special needs and the effect on the family [Master’s thesis, Eastern Illinois University].
  25. Ebol, S. (2000). Senior education program specialist. Special Education Division, BEE Department of Education. Philippines. https://www.deped.gov.ph/va_bcd_csdd_seps_4-6-07162018/
  26. Fekih, M. (2018). The lack of technology in teaching EFL to learners with dyslexia in Algeria. International Journal of Social Sciences and Education Research, 4(4), 721-729. https://doi.org/10.24289/ijsser.481520
  27. Felicia, A., Sharif, S., Wong, W., & Marriappan, M. (2014). Innovation of assistive technologies in special education: A review. Journal of Enhanced Research in Educational Development, 2(3), 25-38.
  28. Grout, I. (2017). Remote laboratories as a means to widen participation in STEM education. Education Science, 7, 85. https://doi.org/10.3390/educsci7040085
  29. Habulezi, J., Batsalelwang, K. P., & Malatsi, N. M. (2017). Factors influencing the poor academic performance of learners with vision impairment in science subjects in Kgatleng District in Botswana. International Journal of Learning, Teaching and Educational Research, 16(11), 28-44. https://doi.org/10.26803/ijlter.16.11.2
  30. Hasan, N., & Nene, M. (2022). ICT-based learning solutions for children with ASD: A requirement engineering study. International Journal of Special Education, 37(1), 112-126. https://doi.org/10.52291/ijse.2022.37.31
  31. Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. A. Crossley, & D. S. McNamara (Eds.), Adaptive educational technologies for literacy instruction (pp. 13-29). Taylor & Francis. https://doi.org/10.4324/9781315647500-2
  32. Jones, B., Williams, N., & Rudinger, B. (2018). Designing and implementing an assistive technology lab for postsecondary education. Education Science, 8, 11. https://doi.org/10.3390/educsci8010011
  33. Karakus, U., & Varalan, E. I. (2021). Developing the skills of students with mild intellectual disabilities using interactive map applications in a social studies course: An action research. Participatory Educational Research, 8(4), 198-214. https://doi.org/10.17275/per.21.86.8.4
  34. Keshav, N. U., Vahabzadeh, A., Abdus-Sabur, R., Huey, K., Salisbury, J. P., Liu, R., & Sahin, N. (2018). Longitudinal socio-emotional learning intervention for autism via smartglasses: Qualitative school teacher descriptions of practicality, usability, and efficacy in general and special education classroom settings. Education Science, 8, 107. https://doi.org/10.3390/educsci8030107
  35. Koch, K. (2017). Stay in the box! Embedded assistive technology improves access for students with disabilities. Education Science, 7, 82. https://doi.org/10.3390/educsci7040082
  36. Koo, D. (2013). A case study of the Learning Disabilities Association of Saskatchewan (LDAS) Arrowsmith Program [PhD thesis, University of Saskatchewan].
  37. Malbogat, L. (2017). Special educational needs. Cambridge Assessment International Education. https://www.cambridgeinternational.org/images/271195-special-educational-needs.pdf
  38. Malz, R. (2020). Special education teachers’ experiences integrating mobile devices in their classroom [Doctoral dissertation, Walden University].
  39. Manalaysay, J. A. (2021). Public Special Education Center: Developmental inculcation of love for creating knowledge among learners with special needs. Academic Research International, 5(5), 28-37.
  40. Mokmin, N. A. M., & Rassy, R. P. (2022). Augmented reality technology for learning physical education on students with learning disabilities: A systematic literature review. International Journal of Special Education, 37(1), 99-111. https://doi.org/10.52291/ijse.2022.37.30
  41. Ndlovu, S. (2021). Provision of assistive technology for students with disabilities in South African higher education. International Journal of Environmental Research and Public Health, 18, 3892. https://doi.org/10.3390/ijerph18083892
  42. Nikolopoulou, K. (2021). Mobile devices in early childhood education: teachers’ views on benefits and barriers. Education and Information Technologies, 26(3), 3279-3292. https://doi.org/10.1007/s10639-020-10400-3
  43. Ozkubat, U., Sanir, H., Ozcakir, B., & Islim, O. F. (2022). Teaching mathematics, science and reading skills to students with special needs: A review of augmented reality studies. Journal of Learning and Teaching in Digital Age, 7(2), 141-150. https://doi.org/10.53850/joltida.1001800
  44. Parvez, K., Khan, M., Iqbal, J., Tahir, M., Alghamdi, A., Alqarni, M., Alzaidi, A. A., & Javaid, N. (2019). Measuring effectiveness of mobile application in learning basic mathematical concepts using sign language. Sustainability, 11, 3064. https://doi.org/10.3390/su11113064
  45. Peltier, C., Morin, K. L., Bouck, E. C., Lingo, M. E., Pulos, J. M., Scheffler, F. A., Suk, A., Mathews, L. A., Sinclair, T. E., & Deardorff, M. E. (2020). A meta-analysis of single-case research using mathematics manipulatives with students at risk or identified with a disability. The Journal of Special Education, 54(1), 3-15. https://doi.org/10.1177/0022466919844516
  46. Qahmash, A. I. M. (2018). The potentials of using mobile technology in teaching individuals with learning disabilities: A review of special education technology literature. TechTrends, 62(6), 647-653. https://doi.org/10.1007/s11528-018-0298-1
  47. Rekkedal, A. M. (2012). Assistive hearing technologies among students with hearing impairment: Factors that promote satisfaction. Journal of Deaf Studies and Deaf Education, 17(4), 499-517. https://doi.org/10.1093/deafed/ens023
  48. Rohwerder, B. (2018). Assistive technologies in developing countries. GSDRC. https://gsdrc.org/publications/assistive-technologies-in-developing-countries/
  49. Sani-Bozkurt, S., Vuran, S., & Akbulut, Y. (2017). Design and use of interactive social stories for children with autism spectrum disorder (ASD). Contemporary Educational Technology, 8(1), 1-25. https://doi.org/10.30935/cedtech/6184
  50. Senjam, S. S. (2019). Assistive technology for students with visual disability: Classification matters. Kerala Journal of Ophthalmology, 31(2), 86. https://doi.org/10.4103/kjo.kjo_36_19
  51. Shin, M., Bryant, D., & Bryant, B. (2016). Virtual manipulatives: Tools for teaching mathematics to students with learning disabilities. Intervention in School and Clinic, 52(3), 148-153. https://doi.org/10.1177/1053451216644830
  52. Simuforosa, M., & Rosemary, N. (2014). Learner indiscipline in schools. Review of Arts and Humanities, 3(2), 79-88.
  53. Skogly Kversøy, K., Kellems, R. O., Kuyini Alhassan, A.-R., Bussey, H. C., & Daae Kversøy, S. (2020). The emerging promise of touchscreen devices for individuals with intellectual disabilities. Multimodal Technologies and Interaction, 4, 70. https://doi.org/10.3390/mti4040070
  54. Stasch, K. (2014). The effect of focused attention span on overall academic achievement [Master’s thesis, Goucher College].
  55. Sumijati, S., & Untari, R. (2015). The use of educational toys by parents of children with intellectual disabilities. Global Journal of Interdisciplinary Social Sciences, 4(6), 35-39.
  56. Sundus, M. (2018). The impact of using gadgets on children. Journal of Depression and Anxiety, 7(1), 1-3.
  57. Tanase, M. (2021). Addressing challenging behaviours in urban high school classrooms through building relationships with students. Educational Studies, 47(3), 312-327. https://doi.org/10.1080/03055698.2019.1701992
  58. Timor, T. (2011). Attitudes of beginner teachers of special education to classroom management: Who’s the boss here? Electronic Journal for Inclusive Education, 2(7), 2.
  59. Tony, M. P. (2019). The effectiveness of assistive technology to support children with specific learning disabilities: Teacher perspectives: A systematic literature review [Master’s thesis, Jönköping University].
  60. Toquero, C. M. D. (2021). ‘Sana all’ inclusive education amid COVID-19: Challenges, strategies, and prospects of special education teachers. International and Multidisciplinary Journal of Social Sciences, 10(1), 30-51. https://doi.org/10.17583/rimcis.2020.6316
  61. Uluyol, C., & Aslan, C. (2022). Preservice special education teachers’ attitudes towards assistive technologies. Journal of Teacher Education and Lifelong Learning, 4(2), 124-132. https://doi.org/10.51535/tell.1177060
  62. Walters, K. (2018). Childhood apraxia of speech and augmentative and alternative communication: Family perspectives [Doctoral dissertation, University of Kansas].