Abstract
This study examined the extent of assistive technology (AT) utilization among teachers in self-contained and inclusive classroom settings, as well as its relationship with learners’ literacy performance. Specifically, it investigated teachers’ perceptions, the frequency of AT use, and its perceived impact on student learning, alongside learners' pre-test and post-test results in reading comprehension and writing skills. A quantitative research design employing a pre-test–post-test approach was used to measure changes in learners’ performance. At the same time, a correlation analysis revealed a relationship between AT utilization and literacy outcomes. Data were gathered through teacher-respondent survey questionnaires and performance assessments for learners. Findings revealed that teachers expressed highly favorable perceptions of AT and acknowledged its potential to enhance student learning. However, despite this positive outlook, the reported frequency of AT integration remained low (rated as “Rarely”). Learners demonstrated significant improvements in both reading comprehension and writing skills from pre-test to post-test, reflecting the effectiveness of instructional strategies that incorporated AT elements. Nonetheless, the correlation analysis indicated very weak and statistically nonsignificant relationships between the extent of AT utilization and learners’ post-test performance in literacy. The study concludes that while assistive technology holds considerable perceived value in supporting inclusive education, its limited and inconsistent implementation constrains its full potential impact on literacy outcomes. Therefore, it is recommended that schools develop and implement an intervention plan focused on systematic integration, continuous professional development, and institutional support for resources to strengthen the effective use of AT in fostering literacy achievement among diverse learners.
