Special Education Teachers' Perceptions and Practices of Technology Integration for Supporting Students with Multiple Exceptionalities

This qualitative research study explores how two special education teachers practice and perceive technology integration in a public elementary school in downtown Toronto, Ontario. Participants came from classrooms identified as Special Education classes by the Ontario Ministry of Education, with students identified as having multiple exceptionalities requiring additional support and differentiation to support their success. From two in-depth interviews, this qualitative research study used cross-case analysis to examine participants’ perceptions and practices of technology integration to support students in the special education classroom. Results demonstrated that teachers value the potential of various educational technologies to support student communication and enhance learning experiences in the special education classroom. Participants also highlighted various practical considerations that special education teachers should consider. The implications for the educational community are discussed. Future research should explore which specific educational technologies are most beneficial for certain student needs