Special Education Teachers’ Perception on Assistive Devices Use

Special education aims to provide the appropriate educational environment for students with special needs, addressing their learning, motor, and communication issues. Assistive devices play a crucial role in supporting students with disability in school learning. With the rapid changing in technology, teachers in the special education system have limited knowledge in the use of assistive devices. This study aims to explore the status of assistive device usage for students with disabilities in the special education system, and to investigate special education teachers' perception of these devices. The research involves a self-compiled questionnaire survey of special education school teachers to assess the frequency and effectiveness of assistive device usage, examining their teaching experiences and the challenges they face. A total of 702 valid questionnaires was collected. The results showed most assistive devices were used in students with intellectual disabilities. Among the assistive devices, mobility aids are widely used, especially by students with physical disabilities. Teachers responded a great need in using assistive technology for curriculum implementation. Positive feedback from teachers included enhancing students' independence and confidence, while negative feedback mentioned students’ willingness to use the devices and the lack of professional knowledge among teachers. Understanding the usage and feedback of special education teachers regarding assistive devices can promote the assistive technology implementation in special education classrooms, in term, providing a better learning environment and equal opportunities, ultimately fostering the development and growth of students with special needs.