Integrating Educational Technology in Special Education Classrooms: Enhancing Learning Outcomes for Students with Disabilities

Abstract

Educational technology has become increasingly important in promoting inclusive education and supporting students with disabilities through accessible and adaptive learning environments. This study examined the relationship between educational technology engagement and learning outcomes among students with disabilities using a secondary quantitative dataset obtained from Kaggle. The study employed a cross-sectional research design and analyzed variables related to digital learning engagement, including time spent on educational platforms and assignment completion, alongside academic, cognitive, behavioral, and social learning outcomes. Descriptive statistics, Pearson correlation, multiple regression, logistic regression, one-way ANOVA, and Tukey HSD analyses were conducted using SPSS version 27. The findings revealed weak correlations between educational technology engagement variables and learning outcomes. Regression analyses further indicated that time spent on digital platforms and assignment completion did not significantly predict reading comprehension or final academic performance. However, ANOVA results demonstrated statistically significant differences in reading comprehension scores across disability categories, although post hoc comparisons showed limited pairwise group differences. The study concludes that educational technology engagement alone may not substantially improve learning outcomes without effective instructional strategies, assistive technologies, and inclusive educational practices. The findings contribute to the literature on special education and provide practical implications for educators, policymakers, and educational technology developers seeking to enhance inclusive digital learning environments.