Abstract
Globally, the integration of technology-assisted learning in special education has gained momentum as educators seek more inclusive, adaptive, and engaging approaches to meet the diverse needs of learners with disabilities. This study aimed to determine the extent of utilization, levels of competence, and difficulties faced by SPED teachers in implementing technology-assisted learning in special education in selected cities in Central Philippines for the 2025-2026 school year. The study used a self-made instrument that was administered to 64 SPEd teachers. The results of the study showed that the extent of utilization and level of competence of SPEd teachers were all at a high level in terms of Accessibility, engagement, motivation, Personalized Learning, Communication, and Collaboration, as well as digital content and Platforms. The level of difficulties of SPED teachers in the implementation of technology-assisted learning in the aforesaid areas was all at a low level. There was no significant difference in the extent of utilization of SPED teachers in the implementation of technology-assisted learning in special education when grouped and compared according to the aforementioned variables. Additionally, there was no significant difference in the level of competence of SPED teachers in implementing technology-assisted learning in special education when grouped and compared according to the aforementioned variables. Lastly, there was no significant difference in the level of difficulty experienced by SPED teachers in implementing technology-assisted learning in special education when grouped and compared according to the aforementioned variables. There was no significant relationship found between the extent of utilization and the level of competence of SPED teachers in implementing technology-assisted learning in special education. The findings imply a need to prioritize innovative, advanced applications of technology-assisted learning over basic training to further improve instructional impact and learner outcomes.
Keywords: Special Education, utilization of technology-assisted, teachers’ competence, teachers’ difficulties.