The Influence of Assistive Technology and Instructional Design in Student Perceptions of Teacher Competence in Handling Students with Special Needs Among Senior High School

Lack of Information Communication Technology (ICT) skills hinders the competence of teachers in engaging, collaborative, and interactive. This study was to determine the influence between assistive technology and instructional design on teacher competence of teachers handling students with special needs for the school year 2024-2025. This study used a descriptive quantitative research design, utilizing a correlation approach design involving 162 senior high school student respondents. The overall mean score of both assistive technology and instructional design on the teacher’s competence of teachers handling students with special needs was interpreted as very high. The study found that there is a significant relationship between assistive technology and instructional design in teacher competencies and the result of the R-value shows a significant influence of both assistive technology and instructional design on teacher competence in handling students with special needs. The result suggests that both have a potential improvement in their teacher’s competence and accept the TPACK Framework (Technological, Pedagogical, and Content Knowledge) by Punya Mishra and Matthew J. Koehler. The assertion that teacher perception, materials aspects, and language aspects are accepted and approved by the study’s conclusions. It is recommended that this study explore different variables not covered in this study. Such replication is aimed at either reinforcing or questioning the findings of this study, allowing for a broader understanding of the influences on academic progress.