Improving Learning Outcomes of Students through Technology Integration in Special Needs Education Programs

Abstract

This study aimed to improve the learning outcomes of students with special needs by examining the integration of technology in Special Education (SPED) programs at Lamac Elementary School. It focused on identifying the types of digital tools used by SPED and receiving teachers, evaluating the perceived effectiveness of these tools, and assessing the challenges encountered in their implementation. A descriptive-correlational research design was employed, and data were collected through a researcher-made questionnaire administered to 30 purposively selected teachers. Statistical tools such as frequency counts, weighted mean, standard deviation, and Pearson Product-Moment Correlation were used to analyze the data. Findings revealed that while teachers frequently use basic digital tools such as mobile devices and classroom management apps, there is a notable lack of availability and usage of specialized assistive technologies, particularly for students with speech, mobility, auditory, and cognitive impairments. Additionally, a significant challenge identified was the limited training of SNED teachers in the use of assistive technology. Despite the presence of digitally literate teachers, the effective integration of technology is hindered by inadequate resources, a lack of administrative support, and resistance to change among some educators. The study underscores the importance of sustained investment in digital infrastructure, ongoing professional development, and collaborative efforts among stakeholders to create inclusive, technology-supported learning environments for students with special needs. Based on the findings, an action plan was developed to address the five lowest-rated areas, including improving access to assistive tools and providing targeted teacher training.