Teachers' Profile, at Utilization, and Impact on Teaching Exceptional Learners in Public Schools

Autor/inn/en	De La Pena, Marc Angel; Fernandez, Jessa Mae; Gomez, Cirilyn
Titel	Teachers' Profile, at Utilization, and Impact on Teaching Exceptional Learners in Public Schools
Quelle	11 (2023) 6, S.180-198 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (De La Pena, Marc Angel) ORCID (Fernandez, Jessa Mae) ORCID (Gomez, Cirilyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2309-8678
Schlagwörter	Students with Disabilities; Educational Attainment; Income; Assistive Technology; Teacher Attitudes; Teacher Characteristics; Special Education Teachers; Inclusion; Self Contained Classrooms; Instructional Effectiveness; Student Participation; Personal Autonomy; Technology Integration; Teacher Competencies; Outcomes of Education; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsabschluss; Bildungsgut; Einkommen; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inklusion; Unterrichtserfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individuelle Autonomie; Lehrkunst; Lernleistung; Schulerfolg; Ausland; Philippinen
Abstract	This study employed a descriptive correlational design to investigate the collaborative role of teachers' profiles, assistive technology utilization, and their impact on teaching exceptional learners in public schools. A convenience sample of 63 teachers who had experience teaching exceptional learners in self-contained and inclusive classrooms in Mandaue City, Philippines, was surveyed to understand the relationships between teachers' profiles, assistive technology utilization, and the impact on learners with exceptionalities. The findings revealed that teacher profiles, particularly educational attainment and income, influenced the perceived effectiveness of middle-to-high technology. Teachers reported that assistive technology positively impacted learners' participation, independence, and skills. Based on these insights, a profile-aligned matrix action plan is recommended to equip special education and inclusion teachers to choose and implement appropriate technologies aligned with exceptional learners' needs. With appropriate government support, the integration of teachers' competencies, technology utilization, and learners' outcomes can be optimized to improve exceptional education through a systemic, profile-aligned approach. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01