Assessing the Readiness of the Students of Master of Arts in Education Major in Special Education in Applying Assistive Technologies in Inclusive Education

Inclusive education requires teachers to be adequately prepared to integrate assistive technologies (AT) that support diverse learners, particularly those with special education needs. As future educators, graduate students in special education must demonstrate readiness to apply AT in classroom practice, since this competence directly informs curriculum development, teacher training, and policy directions. This study adopted a quantitative descriptive–comparative design to assess the readiness of Master of Arts in Education major in Special Education (MAEd SPED) students at Cebu Technological University–Main Campus during the Academic Year 2025–2026 in integrating assistive technologies within inclusive classrooms. A total of 33 respondents participated, consisting of twenty-eight (28) females and five (5) males. Complete enumeration sampling was employed to ensure that all eligible graduate students enrolled in the MAEd SPED program were included. Findings revealed that the association between students’ demographic profiles and their level of readiness in applying assistive technologies was non-significant, indicating that demographic characteristics did not influence preparedness. The results suggest that while students perceive themselves as ready, their readiness is not statistically associated with age, sex, or teaching experience. The study concludes that the chosen design is appropriate for identifying patterns, measuring perceptions, and comparing group differences using statistical tools. It further emphasizes the importance of strengthening preparation programs for future SPED educators. Recommendations highlight the need for curriculum enhancement, targeted teacher training, and policy support to ensure effective integration of assistive technologies in inclusive education.