Perceptions and engagement of general education teachers using assistive technology

This study looked at how special education instructors at Banilad Elementary School perceived and used assistive technology throughout the 2025–2026 school year. Thirty educators took part in the evaluation, sharing details on their training, experiences using assistive technology into the classroom, and demographics. Results showed that most teachers were mid-career educators with varied levels of formal training. Teachers had favorable opinions of assistive technology, recognizing its benefits in assisting diverse learners and enhancing instructional delivery, despite the stated lack of training. High levels of engagement were also seen, with teachers actively integrating assistive technology into class planning, teamwork, and student use facilitation. Pearson correlation analysis found a small but statistically significant association between perception and engagement, suggesting that teachers who held more favorable opinions of Assistive Technology were more likely to engage with it consistently in their teaching practices. The findings underline the necessity for structured professional development programs that increase teachers’ technological competence and confidence. The report suggests a focused action plan to promote more inclusive learning settings, increase the use of assistive technology, and improve teacher preparedness.