Published Paper Details:

This study highlights the importance of assistive technology (AT) in special education to improve learning outcomes for students with disabilities, while also acknowledging the critical role that teachers play in effectively integrating these technologies. This study aimed to analyze special education teachers' perceptions of their knowledge and competence in using assistive technology, assess their interest in professional training, and determine their preferred methods of learning about assistive technology. This study adopted a quantitative design, using an online survey to collect data from special education teachers in the Jaipur district, and analyzed the data through descriptive statistics using SPSS. The study found that teachers had a basic understanding and moderate competence in assistive technology, had a strong interest in further professional development, especially in communication-related tools, and preferred workshops, conferences, and self-directed learning. This study highlights the need for targeted, hands-on professional development and a comprehensive assistive technology strategy to improve teachers' practical skills and use of assistive technology, especially during the summer vacation. These findings suggest that improved professional development and strategic support can significantly improve teachers' effectiveness in using AT, leading to better educational outcomes for students with disabilities, and call for future research to explore the impact of specific training interventions on AT use.