stdClass Object
(
    [id] => 16990
    [paper_index] => 202507-01-023143
    [title] => UTILIZATION OF TECHNOLOGY IN SPECIAL EDUCATION CLASS IN RELATION TO STUDENTS' LEARNING STYLE: BASIS FOR AN INTEGRATION FRAMEWORK
    [description] => 
    [author] => Joanne A. Amoyo, Melinda F. Marquez PhD
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra23143
    [year] => 2025
    [month] => July
    [volume] => 11
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-01-023143.pdf
    [abstract] => This study examines the integration of modern technology in special education (SPED) classes, analyzing teacher demographics, pedagogical approaches, and the congruence of technological resources with students' varied learning preferences. The findings indicate that the SPED workforce mostly consists of early- to mid-career educators, predominantly female and well-educated, suggesting a preparedness for the adoption of digital technologies. The synergy of seasoned educators and digitally adept novices cultivates a collaborative atmosphere favorable for technology integration. Educators emphatically endorse the significance of technology in augmenting learning, fostering participation, and facilitating data-driven decision-making. Nonetheless, despite its usage, a significant disparity exists between the deployment of technology and the adaptation of its application to accommodate students' unique learning modalities, visual, aural, kinesthetic, and tactile. Demographic variables, including age, gender, and tenure, substantially affect teachers' utilization of technology, highlighting the necessity for specialized professional development. The research presents a thorough integration framework aimed at mitigating inequities, bolstering teacher confidence, and emphasizing inclusivity. The framework encompasses customized ICT training, mentorship initiatives, and stakeholder involvement to guarantee efficient and equitable execution. The conclusions underscore the imperative for ongoing, tailored professional development and the congruence of digital tools with varied teaching strategies. Recommendations advocate for gender-responsive, skill-appropriate training, enhanced resource accessibility, and ongoing institutional support. Aligning technology with personalized pedagogical approaches can substantially enhance the educational experience for individuals with special needs. This study enhances the conversation on inclusive education and emphasizes the significance of deliberate, data-driven technology integration in special education environments.
    [keywords] => Assistive Technologies, Auditory learning style, Inclusive Education, Kinesthetic learning style, Multimodal learning style
    [doj] => 2025-07-17
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 66
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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