Educational technology in inclusive classrooms: Assessing teacher awareness and needs

Year 2024, Volume: 7 Issue: 1, 116 - 131, 31.01.2024

Elif Polat , Simge Cepdibi Sıbıç , Nazli Ceren Cirit , Sinan Hopcan , Yunus Emre Baştuğ

https://doi.org/10.31681/jetol.1355239

Abstract

The aim of this research is to reveal the awareness of teachers working in inclusion environments and their use of educational technology. Specifically, in this mixed methods study, a needs analysis was conducted to determine the knowledge levels of teachers about inclusive education, their awareness and use of educational technologies, and what kind of support they need. Data were collected through a questionnaire with 133 teachers and focus group discussions with 5 groups of 30 teachers. Based on the analysis of quantitative data using descriptive analysis and qualitative data employing the constant comparison method, the findings showed that teachers' knowledge of special education needs (SEN) students is insufficient and they need support at this point. In addition, the qualitative data analysis unveiled social, academic, and environmental positive outputs of inclusive education alongside the identification of the psychological, academic, and environmental challenges of inclusive education. The findings are expected to benefit the literature, the field of inclusive education, and policymakers.

Keywords

Need analysis, Inclusive education, Instructional technology in special education, Technology

Supporting Institution

This study was supported by the European Union Increasing the Quality of Special Education Services for Inclusive Education Grant Scheme (Project Number: TREESP2.1.IQSES/P-03/032) and also supported by the Scientific Research Project Coordination Unit of Istanbul University-Cerrahpasa (Project number:SDP-2022-36920).

Project Number

TREESP2.1.IQSES/P-03/032, SDP-2022-36920

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