INVESTIGATING THE BARRIERS TO USING ASSISTIVE TECHNOLOGIES IN GREEK SPECIAL EDUCATION CLASSROOMS: EFL TEACHERS’ PERSPECTIVES

Abstract

Empirical findings from different special education contexts worldwide suggest that special education teachers use technologies less than their general education counterparts. The reasons however special educators utilize technology less, remain blurred. This qualitative interview-based study aims to fill this gap and investigate why EFL teachers tend to avoid or neglect assistive technologies in state special education schools in Greece. Thematic analysis was employed to explore the teacher, school, and student-related barriers based on the perceptions of six EFL teachers in special education settings. Findings indicate that the lack of resources, training, technology leadership, time, EFL teachers’ emotional struggles and marginalization as well as students’ poor digital skills and disadvantaged backgrounds constitute the main barriers to using technology in special education classrooms. Additionally, data analysis revealed that EFL teachers are fully aware of the value of using assistive technologies for learning and teaching. The article concludes by putting forward several macro and micro-level recommendations for facilitating assistive technology use in special education schools in Greece.  Article visualizations: