Abstract
Rural schools face persistent shortages in training, resources, and assistive technologies, creating challenges for teachers handling diverse learner needs and for parents with limited familiarity in using mobile learning tools. These gaps are not well explored in the literature, wherein the need to examine current practices and factors influencing technology integration for Learners with Special Educational Needs (LSENs) is expedient. This study examined the use of assistive mobile educational tools in supporting LSENs in Alegria Central Elementary School. Using a descriptive–comparative research design, data were obtained from 15 teachers and 15 parents through a structured questionnaire assessing perceived tool efficiency, knowledge, preparedness, actual usage, and perceptions of benefits and challenges. Descriptive results showed that teachers demonstrated moderate knowledge and preparedness, while parents reflected low to moderate levels across all domains. Actual usage remained low for both groups. Welch’s t-test indicated a significant difference in knowledge between teachers and parents, whereas differences in preparedness, actual usage, perceptions of benefits, and perceptions of challenges were not statistically significant. Spearman’s rho revealed no significant relationship between perceived efficiency and knowledge, preparedness, or actual usage. Strengthening teacher-parent competencies, enhancing access to assistive mobile applications, and institutionalizing training programs are crucial in enabling inclusive, technology-supported special education practices within the school. It is recommended that an action plan be created to strengthen teacher training, parent engagement, and structured integration of assistive mobile tools in SNED.
