Abstract:

The use of Information and Communications Technology (ICT) in classroom practices have been a popular topic of interest for researchers and covers diverse areas. Studies have generally reported favourable results between teachers and students on the use of ICT in teaching and learning in mainstream education. By contrast, teachers who work with students with intellectual disabilities and their use of ICT in teaching is less known. This qualitative study investigated a group of eight experienced teachers of students with intellectual disabilities seeking to understand how teachers drew from their existing knowledge of ICT to incorporate technology in their lessons. Through semi-structured interviews, the experience, challenges and successes of teachers were explored. Findings from this study indicate that educators in a special school strongly believe that the use of technology will further enhance their students’ learning. Despite not being an expert in the use of ICT, teachers were trying their best to ensure that the use of ICT benefits their students’ learning. There are, however, some teachers who express genuine concern about their lack of knowledge and training in using technology in their classroom practices. Findings from this study also show that the school leadership plays an important role in the introduction and implementation of technology in the school. A community of support for teachers was set up by the school leader and teachers who took the initiative to provide help and support to other teachers who are new to integrating use of technology in their lessons. This affirmed findings that collaboration and support is essential in helping teachers achieve the necessary skills and confidence they required to overcome challenges and barriers that they faced in order to integrate the use of technology successfully in their lessons.

Keywords:

ICT and teachers, special education teachers, students with intellectual disabilities.