Current Status of Smart Device Utilization and Teacher Recognition in Special Schools with Physical Disabilities

Purpose: We want to understand the level of sensory movement and AAC use of students with physical disabilities and how much special teachers use smart devices for the education of students with physical disabilities, and investigate the perceptions and requirements of education using smart devices. Method: For 115 special teachers working at special schools with physical disabilities, students' sensory performance, complementary and alternative communication skills, smart device usage, and perception of smart device usage were investigated. For frequency analysis of student characteristics and utilization status, and cross-analysis of teacher variables and smart device use, Excel 2021 and SPSS 27.0 were statistically processed. Results: The degree of moderate disability was confirmed in physical disabilities special schools. It was found that a significant number of teachers in special schools with physical disabilities use smart devices in class at least once a week, often for motivation purposes, and mainly use video content. Smart devices are recognized as helpful and they are expected to be effective in communication and leisure use. They asked development of various contents and improvement of access to smart devices. Conclusion: It is necessary to develop various contents at the national level to use smart devices for students with physical disabilities, and several follow-up studies are needed to increase the accessibility of students with physical disabilities to smart devices. Customized teacher training for guidance of students with physical disabilities and support for active use of smart devices as AAC are needed.