Teachers’ Knowledge and Attitude Towards Digital Assistive Tools in Inclusive Settings

AUTHOR(S)

ERWIN RAE C. UGDAMIN ELIZABETH F. EPISCOPE, EdD

ABSTRACT

——This study examined teachers’ knowledge and attitude toward digital assistive tools in inclusive settings in Rayong, Thailand. Guided by the principles of inclusive education and technology integration, the study investigated teachers’ levels of knowledge and attitudes toward digital assistive tools, the extent of teachers’ needs for assistive technologies, the challenges encountered in technology integration, and the relationship between teachers’ profile variables and their competence in utilizing digital assistive tools in inclusive classrooms. A mixed-method descriptive-correlational research design was employed involving 250 teachers from selected public and private schools in Rayong Province, Thailand, who were teaching or had prior experience teaching learners with diverse educational needs. Data were collected using a researcher-developed questionnaire validated by experts and supplemented with qualitative responses from selected participants. Quantitative data were analyzed using descriptive statistics (frequency, percentage, and weighted mean) and inferential statistics (correlation), while qualitative responses were examined using thematic analysis and text mining techniques. Findings revealed that teachers demonstrated high levels of knowledge and positive attitudes toward the utilization of digital assistive tools in inclusive education settings. Female teachers showed slightly higher competence than male teachers, while other profile variables showed only limited significant relationships with competence levels. Teachers also expressed a high need for digital assistive technologies, particularly access to technological devices, training opportunities, and instructional resources. However, challenges such as unstable internet connectivity, insufficient technological resources, limited training opportunities, and technical difficulties affected the effective integration of digital assistive tools in classroom instruction. Despite these challenges, teachers employed various coping strategies, including self-directed learning, collaboration with colleagues, and participation in professional development activities. The findings underscore the importance of continuous teacher training, institutional support, and improved technological infrastructure in strengthening inclusive education practices and enhancing the effective utilization of digital assistive tools in schools. Keywords: knowledge, attitude, inclusive settings, ADHD, digital assistive tools, utilization