TEACHERS' PROFILE, AT UTILIZATION, AND IMPACT ON TEACHING EXCEPTIONAL LEARNERS IN PUBLIC SCHOOLS
Main Article Content
Abstract
This study employed a descriptive correlational design to investigate the collaborative role of teachers' profiles, assistive technology utilization, and their impact on teaching exceptional learners in public schools. A convenience sample of 63 teachers who had experience teaching exceptional learners in self-contained and inclusive classrooms in Mandaue City, Philippines, was surveyed to understand the relationships between teachers' profiles, assistive technology utilization, and the impact on learners with exceptionalities. The findings revealed that teacher profiles, particularly educational attainment and income, influenced the perceived effectiveness of middle-to-high technology. Teachers reported that assistive technology positively impacted learners' participation, independence, and skills. Based on these insights, a profile-aligned matrix action plan is recommended to equip special education and inclusion teachers to choose and implement appropriate technologies aligned with exceptional learners' needs. With appropriate government support, the integration of teachers' competencies, technology utilization, and learners' outcomes can be optimized to improve exceptional education through a systemic, profile-aligned approach.
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