Abstract
The study examined the extent of assistive technology (AT) use and its influence on learners’ reading comprehension and writing performance in inclusive classrooms in Lapu-Lapu City during the school year 2025–2026, providing a basis for an intervention plan. A pretest–posttest quasi-experimental design was employed to assess changes in performance, while correlation analysis determined the relationship between AT utilization and literacy outcomes. Findings revealed that teachers held highly positive perceptions of assistive technology, recognizing its potential to enhance learning and inclusivity. However, the frequency of AT use was only moderate, indicating that actual classroom integration remained limited. Results showed a significant improvement in students’ writing skills following the intervention, suggesting that targeted instructional strategies effectively supported written expression. In contrast, no significant difference was observed in reading comprehension scores, suggesting that the intervention had a limited effect on reading performance. Correlation analysis further revealed very weak and statistically insignificant relationships between the extent of AT utilization and learners’ posttest performance in both reading and writing. This indicates that while instructional approaches can directly foster skill improvement, the mere use or frequency of AT tools does not necessarily lead to academic gains. Overall, the study highlights the importance of purposeful and systematic integration of assistive technology into classroom instruction. Strengthening teacher training, ensuring access to appropriate AT tools, and aligning technology use with pedagogical goals are essential to maximize its potential benefits. Consequently, the study recommends implementing an intervention plan to promote equitable access to assistive technologies that support all learners in inclusive educational settings.
