Competencies of Special Education Teachers in the use of Information and Communication Technology Tools in Mainstream Setting

Abstract

This study investigates the association between the demographic profile and perceived ICT competency levels of special education instructors in mainstream environments as well as evaluate their ICT competencies. Data were gathered from fifty special education instructors using a quantitative research approach by means of an established survey form. In four areas technology operation and concept, social and ethical, pedagogical, and professional the study assessed ICT capability. Results showed that while instructors had intermediate proficiency in pedagogical and technical ICT skills, they displayed great competency in ethical and social ICT use. Lower levels of competency in technology operation and professional ICT engagement point to a need for further instruction in fields such digital assessment tools, online collaboration, and troubleshooting. Age, gender, educational background, duration of service, and ICT ability were not significantly associated with ICT competency, according statistical research. But teaching style choice showed a strong correlation with ICT competency, implying that teachers who include ICT into their lessons show more skill. The study emphasizes the need of institutional support to improve ICT integration in special education, more access to professional development chances, and ongoing ICT training programs. Modern and blended teaching strategies help to raise teachers' digital competencies for inclusive education even further.