Teacher Training Models for Integrating Technology in Special Education

Abstract

The digital revolution of the educational systems has rapidly resulted in an urgent demand to develop special models of teacher training that would meet the specific needs of special education situations. The study outlines an elaborate teacher training model that will improve the competencies of teachers in using technology to cater to the needs of students with various learning abilities. The model proposed will integrate Technological Pedagogical Content Knowledge (TPACK), SAMR framework, and Universal Design for Learning (UDL) principles to form an integrated model to use to adopt technology in special education. Quasi-experimental research design was used and 90 special education teachers (experimental and control groups) were used. Structured training in five modules, i.e., digital literacy, pedagogical integration, assistive technologies, advanced technologies including artificial intelligence and virtual reality, and assessment strategies was provided to the experimental group. The pre-test, post-test questionnaires, classroom observations, and semi-structured interviews were used to collect the data. The comparison showed that the experimental group has significantly improved in digital literacy (50), pedagogical integration (54.6), assistive technology use (76.7), inclusivity practices (62) scores. The independent t-tests showed statistically significant differences between groups (p < 0.001) in all the dimensions of competencies. The results are also applicable to research in the field of educational technology as they offer an evidence-based paradigm of training teachers to take advantage of the emerging technologies to facilitate inclusive learning among students with special needs.