Abstract
The use of appropriate assistive technology to meet every learner's needs is essential in ensuring their total learning experiences. This study evaluated the knowledge and competence of teachers in utilizing assistive technology for special needs education students in an inclusive environment at a Public Secondary School in Cebu during the 2024-2025 school year. It employed a quantitative method using a descriptive correlational design to gather data on the level of knowledge and competence of teachers in utilizing assistive technology for SNED classes. The respondents in the study were the 30 receiving teachers who had special needs education students. These respondents were chosen through the purposive sampling technique. The study utilized a two-part, adapted, and modified questionnaire. The collected data were statistically treated using frequency, simple percentage, mean, and the chi-square test of independence. The results of the study indicate that factors such as gender, educational attainment, and length of service did not demonstrate a significant relationship with either the teachers' knowledge or competence levels in utilizing assistive technology, implying that these demographics may not be as influential in this specific context. Conversely, the age of teachers plays a significant role in their knowledge level regarding the utilization of assistive technology (AT) for teaching special education learners. It is also found that there is no significant relationship between the respondents' profiles and their level of competence. Notably, the findings reveal a strong correlation between teachers’ knowledge level and their competence level in AT utilization, emphasizing that as teachers gain a deeper understanding of AT, their ability to implement it in their classrooms effectively also improves. Thus, an action plan is recommended to strengthen teachers’ knowledge and competence levels in utilizing assistive technology for SNED learners.
