Knowledge as Foundation: Understanding Special Education Lecturers’ Knowledge of Assistive Technology among Students with Disabilities

Abstract

The contemporary pedagogical environment of special needs education recognizes the lecturer as the key player in the implementation of Assistive Technology (AT). Although AT is built to address accessibility issues, its effectiveness largely relies on the capacity of the lecturer to shift the traditional way of teaching to a technology-facilitated inclusive approach. Nevertheless, the effectiveness of these tools in practice is often compromised by the fact that faculty are not pedagogically aligned and technologically prepared. Correspondingly, this research explores the self-image of lecturers and their theoretical knowledge of their duties as facilitators in the community college sector. A qualitative research design was employed to conduct semi-structured interviews with six purposely selected respondents. These participants are teaching special education programs in the Malaysian northern zone. This research design allowed researchers to delve into the lived experiences of educators and professional issues in the industry. The research indicates that although lecturers understand their role as facilitators of learning, they do not have the conceptual and technical preparation necessary to execute AT closely. Although there is strong interest, they are limited in their role as facilitators through the presence of large systemic barriers and inadequate expertise. Furthermore, the paper enumerates institutional barriers that can impede the successful implementation of AT, such as inadequate institutional infrastructure and a lack of specialized training. The study observes that effective inclusion cannot be maintained solely by interest. Academic institutions need to emphasize systematic, ongoing professional development to make lecturers transformative facilitators. In essence, these interventions play a vital role in ensuring that teachers are competent to manage a diverse classroom and offer equal opportunities to every student, and they also serve as the background for subsequent policy formulation regarding lecturer training and resource distribution.