Abstract
This study investigated the extent of assistive technology (AT) utilization among teachers in inclusive classroom settings and examined its relationship to learners’ reading comprehension and writing performance. Data were gathered on teachers’ perceptions, frequency of AT use, and perceived learning impact, alongside pre-test and post-test assessments of learners’ literacy skills. A pre-test–post-test design measured changes in learner performance, while correlation analysis determined the association between the extent of AT use and literacy outcomes. Results showed that teachers held highly favorable perceptions of AT, recognizing its capacity to enhance learner independence, engagement, and academic growth. Despite this, actual AT use remained limited, with teachers relying mostly on low-tech tools such as visual schedules and audiobooks and seldom implementing more advanced technologies. Learners demonstrated significant improvements in reading comprehension and writing skills from pre-test to post-test, indicating the effectiveness of the instructional intervention. However, correlation analysis revealed no significant relationship between the extent of AT utilization and post-test literacy performance, suggesting that gains were primarily attributable to instructional strategies rather than AT use. The study concludes that although teachers maintain highly positive attitudes toward assistive technology, its integration into classroom practice remains limited and predominantly low-tech. An intervention plan emphasizing systematic integration, teacher training, and strong institutional support is recommended to optimize the impact of AT on literacy outcomes in inclusive educational contexts.
