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Feb 25, 2025
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Abstract
This study investigated the level of innovation in assistive technology (AT) among science teachers in inclusive classrooms, focusing on resource allocation and implementation, collabora-tion measures, technological training, personal professional ap-proach, and adaptability. Utilizing a mixed-methods approach, data were gathered from 36 science teachers through surveys and interviews. The results revealed a high level of innovation overall, with specific strengths and areas for improvement identi-fied.
Teachers However, innovated resource allocation and imple-mentation to meet various student requirements. collaboration measures indicated average level of innovation, highlighting the need for systematic teacher collaboration and best practice ex-change. The high rating of technological training shows science teachers' proactive professional development to improve AT skills. Teachers' innovative personal professional approach fo-cused on lifelong learning and creative problem-solving to achieve inclusion. Teachers' adaptability to modify tools and cre-ate low-tech solutions for students also scored high, highlighting teachers' ability to modify existing tools and develop low-tech solutions to address specific student needs. The study identified key themes, including resource limitations, technological barriers, administrative and knowledge gaps, and student-centered chal-lenges, that influence teachers' innovative use of AT. Based on these findings, a comprehensive training workshop, STEAM AID, was proposed to equip teachers with the skills and knowledge needed to overcome these challenges and foster an inclusive learning environment.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Gain, M. G. F. (2025). Trailblazing Innovation Transformation Through Assistive Approaches for Inclusive Science Education. International Journal of Multidisciplinary: Applied Business and Education Research, 6(2), 905-916. https://doi.org/10.11594/ijmaber.06.02.32
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Zwarych, F. (n.d.). Inclusive education with assistive technology. Pressbooks. https://pressbooks.pub/techcurr2023/chapter/inclusive-education-with-assistive-technology/
Allmon, A. (n.d.). What makes an innovative educator? – NETA | Nebraska Education-al Technology Association. Retrieved from https://netasite.org/?p=6723
Batanero, J. M. F., Rueda, M. M., Fernández‐Cerero, J., & García‐Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: A systematic review. Educational Technology Research and Development, 70(5), 1911–1930. https://doi.org/10.1007/s11423-022-10127-7
Burns, E., Martin, A. J., & Collie, R. J. (2019). Examining the yields of growth feedback from science teachers and students’ in-trinsic valuing of science: Implications for student‐ and school‐level science achievement. Journal of Research in Sci-ence Teaching, 56(8), 1060–1082. https://doi.org/10.1002/tea.21546
Byrd, A., & León, R. (2017). Assistive technolo-gies: Learning resources to promote the inclusion and communication of students with disabilities. Nuevos Escenarios De La Comunicación, 2(1), 167–178.
Canlé, A. J. (2020, August 3). Making PD more meaningful through personalization. Edutopia. https://www.edutopia.org/article/making-pd-more-meaningful-through-personalization/
Clark, V. L. P. (2019). Meaningful integration within mixed methods studies: Identify-ing why, what, when, and how. Contem-porary Educational Psychology, 57, 106–111. https://doi.org/10.1016/j.cedpsych.2019.01.007
Collie, R. J., Granziera, H., & Martin, A. J. (2018). Teachers’ perceived autonomy support and adaptability: An investiga-tion employing the job demands-resources model as relevant to work-place exhaustion, disengagement, and commitment. Teaching and Teacher Edu-cation, 74, 125–136. https://doi.org/10.1016/j.tate.2018.04.015
Collie, R. J., Granziera, H., Martin, A. J., Burns, E., & Holliman, A. (2020). Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes. Teaching and Teacher Education, 95, 103148. https://doi.org/10.1016/j.tate.2020.103148
Gómez, J. G., Torrado, J. C., & Montoro, G. (2017). Using smartphones to assist peo-ple with Down Syndrome in their labour training and integration: A case study. Wireless Communications and Mobile Computing, 2017, 1–15. https://doi.org/10.1155/2017/5062371
Goodwin, B., Hall, P., & Simeral, A. (2019). Per-sonalizing professional development: How empowered teachers can take charge of professional learning and growth. McREL International. https://files.eric.ed.gov/fulltext/ED594080.pdf
Green, C. (2023). Tailoring learning for teach-ers: The power of personalized profes-sional development. Michigan Virtual. https://michiganvirtual.org/research/publications/the-power-of-personalized-professional-development
Gulzar, A. A. (2021). Challenges and barriers to inclusive education. Educare. Retrieved from https://educarepk.com/challenges-and-barriers-to-inclusive-education.html
Holstein, K., McLaren, B. M., & Aleven, V. (2017, March). Intelligent tutors as teachers’ aides: Exploring teacher needs for real-time analytics in blended class-rooms. In Proceedings of the Seventh In-ternational Learning Analytics & Knowledge Conference (pp. 257–266). ACM.
Johnson, J. S., & Schneiderwind, J. (2020). Why are students with disabilities so invisible in STEM education? (Opinion). Education Week. https://www.edweek.org/education/opinion-why-are-students-with-disabilities-so-invisible-in-stem-education/2020/07
Kalyani, D., & Rajasekaran, K. (2018). Innova-tive teaching and learning. Journal of Ap-plied and Advanced Research, 3(S1), S23–S25. https://doi.org/10.21839/jaar.2018.v3is1.162
Kolonich, A., Richmond, G., & Krajcik, J. (2018). Reframing inclusive science in-struction to support teachers in promot-ing equitable three-dimensional science classrooms. Journal of Science Teacher Education, 29(8), 693–711. https://doi.org/10.1080/1046560x.2018.1500418
Korozi, M., Leonidis, A., Ntoa, S., Arampatzis, D., Adami, I., Antona, M., & Stephanidis, C. (2018). Designing an augmented tabletop game for children with cognitive disabili-ties: The “Home game” case. British Jour-nal of Educational Technology, 49(4), 701–716. https://doi.org/10.1111/bjet.12641
Livingston, K., O’Sullivan, C., & Attard, K. (2023). Characteristics and conditions for innovative teachers. Routledge. https://doi.org/10.4324/9781003216902
Loughland, T., & Alonzo, D. (2019). Teacher adaptive practices: A key factor in teach-ers’ implementation of assessment for learning. Australian Journal of Teacher Education, 44(7), 18–30. https://doi.org/10.14221/ajte.2019v44n7.2
Lynch, M. (2018, July 16). 10 Characteristics of an innovative classroom (Opinion). Edu-cation Week. https://www.edweek.org/education/opinion-10-characteristics-of-an-innovative-classroom/2018/07
Martin, A. J., Granziera, H., & Collie, R. J. (2018). Being able to adapt in the class-room improves teachers’ well-being. The Conversation. https://theconversation.com/being-able-to-adapt-in-the-classroom-improves-teachers-well-being-95788
Mina, C. D. (2013). Employment of persons with disabilities in the Philippines: The case of Metro Manila and Rosario, Batan-gas. Philippine Institute for Development Studies. https://serpp.pids.gov.ph/publication/public/view?slug=employment-of-persons-with-disabilities-pwds-in-the-philippines-the-case-of-metro-manila-and-rosa
National Center for Science and Engineering Statistics. (2023). Diversity and STEM: Women, minorities, and persons with dis-abilities. https://ncses.nsf.gov/pubs/nsf23315/report/the-stem-workforce
Pujaningsih, P., Wahab, R., & Praptiningrum, N. (2021). Barriers in teaching science to students with special needs: Exploration from teachers’ perspectives. KnE Social Sciences. https://doi.org/10.18502/kss.v6i2.10014
Ramos, T. (2023). Challenges for teachers in special-needs-inclusive classrooms. https://wehavekids.com/education/Top-Challenges-Teacher-Face-in-Special-Needs-Inclusive-Classrooms
Udu, D. A. (2018). Innovative practices in sci-ence education: A panacea for improving secondary school students’ academic achievement in science subjects in Nige-ria. Global Journal of Educational Re-search, 17(1), 23. https://doi.org/10.4314/gjedr.v17i1.4
Zwarych, F. (n.d.). Inclusive education with assistive technology. Pressbooks. https://pressbooks.pub/techcurr2023/chapter/inclusive-education-with-assistive-technology/