Are primary education teachers trained for the use of the technology with disabled students?
José María Fernández‐Batanero, Marta Montenegro Rueda, José Fernández Cerero
Abstract
Abstract Incorporating information and communication technology (ICT) in inclusive classrooms requires competent teachers, both technological and pedagogical. To contrast these theoretical assumptions, this study aims to identify the level of training and technical knowledge of primary school teachers in Spain regarding the use of ICTs for supporting students with special needs. The research methodology used was a mixed research design (quantitative and qualitative method), analysing 777 questionnaires supplied to primary school teachers and 723 interviews conducted with key informants (members of management teams, ICT coordinators, directors and technological advisors of teacher training centres). The results informed teachers' knowledge about ICT and disability and barriers or obstacles to their training. Among the conclusions, teachers' inadequate training regarding ICTs for students with special needs stands out and the lack of training experiences in this field.