Abstract
The study examined the extent to which teachers in self-contained and inclusive classrooms use assistive technology (AT) and how this relates to learners’ performance in reading comprehension and writing. It explored teachers’ perceptions of AT, the frequency of its use, and whether its integration had a measurable impact on students’ literacy outcomes. A pre-test–post-test design was employed to assess changes in learner performance, while correlation analysis was conducted to investigate the relationship between AT utilization and literacy achievement. Findings revealed that teachers highly valued AT, recognizing its potential to enhance learning outcomes, promote student independence, and improve instructional effectiveness. Despite this, the overall frequency of AT use was moderate, with teachers relying more on low-tech tools such as visual schedules and screen magnifiers. In contrast, advanced technologies like text-to-speech software and adaptive keyboards were infrequently used. Learners’ post-test scores in reading comprehension and writing showed slight gains relative to pre-test results; however, t-test analyses indicated that these improvements were not statistically significant. Additionally, correlational analyses revealed weak, non-significant associations between the extent of AT use and learners’ literacy performance. The study concludes that while AT has significant potential to support inclusive education, its impact is limited by inconsistent usage and insufficient integration of diverse tools. To foster meaningful improvements in literacy outcomes, more systematic pedagogical integration, ongoing teacher training, and institutional support are necessary to optimize the use of assistive technology.
