SPECIAL EDUCATION TEACHERS’ CHARACTERISTICS AND THEIR PERCEIVED INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INTEGRATION: AN INTERVENTION PROGRAM DESIGN
DOI:
https://doi.org/10.5281/zenodo.16429470Keywords:
special education, ICT integration, SPED teachers, professional development, digital learning, inclusive educationAbstract
In today’s rapidly evolving information society, integrating Information and Communication Technology (ICT) into education has become essential, particularly for special education (SPED) teachers who support learners with special educational needs (LSENs). This study examines the relationship between SPED teachers’ demographic characteristics and their perceived ICT integration in teaching at Zapatera Elementary School-SpEd Center and Lahug SpEd Center for the school year 2022-2023. The study specifically investigates teachers’ demographic profiles—age, gender, highest educational attainment, ICT training hours, and access to functional ICT technology—and their self-assessed ICT skills, knowledge, and performance. Furthermore, it explores whether significant differences exist in ICT integration perceptions based on demographic variables and formulates action plans to enhance ICT competency among SPED educators. The findings reveal that while demographic attributes may influence perceptions of ICT integration, access to relevant training and functional technologies plays a more substantial role in shaping teachers' competencies. The results emphasize the need for targeted professional development programs that address SPED teachers' unique challenges, ensuring they acquire the necessary skills to integrate ICT effectively into their instructional practices. Additionally, institutional support, continuous training, and access to appropriate digital resources emerge as crucial factors in fostering a positive ICT integration climate. The study underscores that ICT is a powerful tool for enhancing inclusive education, improving student engagement, and promoting differentiated instruction. Based on these findings, an action plan is proposed to provide structured and sustainable ICT training for SPED teachers, ultimately bridging the digital divide and fostering an equitable learning environment. Future research should explore long-term impacts of ICT-focused interventions and additional factors influencing ICT competency, further strengthening technology-enhanced education for SPED learners.
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