Exploring The Readiness Of Teachers In Integrating Technology For Children With Autism Spectrum Disorder In Their Classroom Learning
Abstract
Teachers play a significant role in supporting the successful use of technology in the learning of children with Autism Spectrum Disorder (ASD). However, limited attention has been given to teachers’ readiness to integrate technology into classroom teaching for children with ASD. This study aims to explore the readiness of teachers to use technology in teaching children with ASD, focusing on the reasons certain activities may not be appropriate. The study employed an explanatory qualitative design. Seven teachers and 50 children with ASD were recruited through convenience sampling. Data were collected through semi-structured interviews and observational checklists, and the data were analysed using thematic analysis. The major themes identified were teachers’ lack of readiness for technology integration, inadequate facilities for implementing technology, insufficient financial support, and the limited readiness of children with ASD to engage in technology-based learning. Hence, this paper provides practical recommendations for teachers working with children with ASD, as well as suggestions for future research to improve teachers’ readiness to incorporate technology into classroom learning.
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Publication Date
01 September 2026
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European Publisher
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1st Edition
Pages
1-1
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Accounting and Finance, Business and Management, Communication, Law and Governance
Cite this article as:
Binti Alwi, M., Binti Azmi*, A. A., Binti Sidik Khan, S. S. S., Abu Bakar, E. A., & Azhar, A. H. (2026). Exploring The Readiness Of Teachers In Integrating Technology For Children With Autism Spectrum Disorder In Their Classroom Learning. In Y. Naoyuki, A. Peng Hwa, & J. Matthes (Eds.), GLY-Upcoming Volume: Innovating Together: The Convergence of Management, Communication, and The Digital Transformation, vol -. European Proceedings of Social and Behavioural Sciences (pp. 0-0). European Publisher. https://doi.org/10.15405/epsbs.2026.09.37