Assessing the Role of Assistive Technology Tools in Enhancing Learning Outcomes for Students with Disabilities: Basis for Instructional Plan

This study examined the role of assistive technology (AT) tools in enhancing learning outcomes for students with disabilities in selected public secondary schools in Bulacan, Philippines during the 2024–2025 school year. Thirty (30) teachers were purposively selected to assess the extent of AT utilization in five key domains: user engagement, effectiveness, accessibility and availability, student satisfaction and comfort, and teacher and staff training. Also, the study utilized the level of performance of students with disabilities before and after the utilization of assistive technology tools as revealed by their pretest and posttest scores. Findings revealed that tools such as interactive whiteboards, FM systems, audiobooks, and speech-to-text software were among the most frequently used. Assistive tools are consistently utilized to improve learning outcomes for students with disabilities in terms of user engagement, effectiveness, accessibility and availability, student satisfaction and comfort, and teacher and staff training. Also, the performance of students with disabilities significantly improves before and after the implementation of assistive technology. In addition, a notable association exists between the extent of utilization of assistive technology tools and the level of performance of students with disabilities, as indicated by posttest results. The study highlights the importance of teacher training and consistent integration of AT tools in inclusive classrooms and proposes recommendations for improving instructional planning and policy implementation.