Technopedagogical competencies of special school teachers in integrating assistive technology: An integrative literature review
DOI:
https://doi.org/10.55749/sdes.v1i1.194Keywords:
Assistive technology, Inclusive education, Special education, Special school teachers, Technopedagogical competenceAbstract
The integration of assistive technology in special education has become an essential strategy for improving accessibility, participation, and learning quality among students with special needs. However, the effective use of assistive technology in special schools depends not only on the availability of devices, but also on teachers’ technopedagogical competencies in selecting, adapting, and integrating technology into meaningful learning activities. This study aims to synthesize the core technopedagogical competencies required by special school teachers in integrating assistive technology for students with special needs. An integrative literature review was employed by examining relevant scholarly articles, books, and policy documents published between 2015 and 2025. The reviewed literature was analyzed using thematic content analysis to identify major patterns related to teacher competencies, types of assistive technology, implementation barriers, and professional development strategies. The findings indicate that special school teachers require five interrelated competency domains: disability-specific pedagogical competence, assistive technology knowledge, instructional design competence, implementation and facilitation competence, and collaborative competence. Assistive technologies such as hearing aids, cochlear implants, screen readers, text-to-speech tools, braille devices, sign language applications, and interactive learning software can enhance students’ access to learning when they are integrated through appropriate pedagogical strategies. However, limited teacher training, inadequate infrastructure, lack of technical support, and weak institutional policies remain major barriers to effective implementation. This study contributes to the development of a conceptual understanding of technopedagogical competence in special education and highlights the need for continuous teacher professional development, school-based support systems, and inclusive education policies that promote sustainable assistive technology integration.
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