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UCU GS Research Journal
INTEGRATING OF TECHNOLOGY IN SPECIAL EDUCATION CLASSROOM
EDNA G. PARAGAS

This study determined the level of integration of technology in Special Education class
by the SPED teachers in the province of Pangasinan during S.Y. 2015 – 2016. Specifically, it
looked into the following (1) profile of the SPED teachers in terms of age, sex, civil status,
highest educational attainment, number of years teaching SPED and number of relevant trainings
attended (2) the level of integration of technology in teaching SPED (3) the significant difference
between the level of integration of technology in teaching SPED classes by the SPED teachers
across their profile variables (4) the significant relationships between the level of integration of
technology in teaching SPED classes and their profile variables.
The findings are summarized in the order of which the problems and hypothesis were
raised in the study (1) majority of the SPED teachers belong to age bracket 31 – 40 that is 30 or
46.9 percent, females 56 or 87.5 percent, married that is 44 or 68.8 percent, have earned their
Masteral units 41 or 60.9 percent, have 5 years and below teaching experience that is 37 or 57.6
percent and most of them have attended 7 or more trainings in the district level that is 30 or
46.9 percent (2) the level of integration of technology in teaching SPED had an overall weighted
mean of 3.06 denoting a descriptive equivalent rating of “Moderately Integrated”.
Based on the results of the findings, the researcher arrived at the following conclusions
(1) SPED teachers widely vary in their profile and at certain instances their variations are in
extreme cases and are distinctively female dominated group of teachers (2) the SPED teachers
in this study are performing impressively more than well enough in using technology in teaching
SPED classes, but if excellence is yet possible then their present performance in the integration
of technology is a stepping stone towards the highest extent of performance in technology
integration in SPED classes (3) the SPED teachers are not significantly comparable in the level
of integration in teaching SPED classes, at certain times and at certain situations, but there
are times and cases that they are on the other hand comparable (4) The level of integration in
teaching SPED classes by the SPED teachers are not related to their profile.
In the light of the findings and conclusions the following are hereby recommended (1)
the SPED teachers should push through their masteral degree and should undergo professional
upgrading through trainings and seminar workshops in the regional, national and international
levels (2) the SPED teachers should always aspire for excellent performance in using technology
in teaching SPED classes (3) more appropriate and relevant variables should be explored to
better determine the level of integration of technology in teaching SPED classes (4) there should
be a similar careful selection of variables that can predict better integration of technology in SPED
classes to improve SPED instruction (5) Further research should be conducted to determine the
level of integration of technology in teaching SPED classes from another perspective.
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