Attitudes, motivation and competences of special educators for using assistive technology in teaching

Abstract

People with intellectual disabilities exhibit difficulties in all domains of functioning that can be overcome with the use of assistive technology. The objective was to examine the attitudes of special education teachers towards the use of assistive technology, their motivation for its application and their perception of competence. The sample comprised of 62 special education teachers working in different institutions, and instruments were used to measure attitudes towards the use of assistive technology, motivation for its use and self-percieved level of competencies. Majority of special education teachers have positive attitudes towards the use of assistive technology, a high degree of motivation and consider themselves competent in its use. Special education teachers who use assistive technology every day have more positive attitudes, greater motivation and consider themselves more competent. Those who work in institutions occupied by younger population have more positive attitudes and believe that they are more competent in the application of assistive technology, compared to respondents who work in institutions occupied by older people with intellectual disabilities. With the increase of age, the attitudes toward the use of assistive technology become more negative, but the self-perception of competence decreases. Special education teachers who have more positive attitudes towards the use of assistive technology have a higher degree of motivation for its application and believe they are more competent. After the implementation of trainings that have a direct impact on increasing the competence in the field of assistive technology, attitudes towards its use can be improved and motivation for its daily use can increase.