Assistive Technology and Mathematics for Learners with Disabilities

Nora V.  Marasigan; Joyce C.  Carinan; Jennilyn B.  Cuevillas; Christine Jade L.  Magnaye; Danica D.  Marqueses; Hannah D.  Rodriguez

doi:10.57260/csdj.2026.284762

Authors

Nora V. Marasigan College of Teacher Education, Batangas State University The National Engineering University, Philippines https://orcid.org/0000-0002-3846-5589
Joyce C. Carinan College of Teacher Education, Batangas State University The National Engineering University, Philippines
Jennilyn B. Cuevillas College of Teacher Education, Batangas State University The National Engineering University, Philippines
Christine Jade L. Magnaye College of Teacher Education, Batangas State University The National Engineering University, Philippines
Danica D. Marqueses College of Teacher Education, Batangas State University The National Engineering University, Philippines
Hannah D. Rodriguez College of Teacher Education, Batangas State University The National Engineering University, Philippines

DOI:

https://doi.org/10.57260/csdj.2026.284762

Keywords:

Assistive technology, Mathematics instruction, Learners with disabilities, Inclusive education, Teacher training

Abstract

This study explored the integration of assistive technology (AT) in mathematics instruction for learners with disabilities at Tanauan School of Fisheries during the School Year 2024–2025. It examined the common difficulties encountered by learners, the assistive technologies used by teachers, the challenges faced in implementation, and the support needed for effective integration. The research utilized a descriptive-qualitative design, involving seven mathematics teachers who participated in structured interviews. Findings indicated that learners with disabilities commonly faced challenges such as mathematics anxiety, low self-esteem, difficulty processing mathematical concepts, and sensory impairments. Teachers integrated various assistive technologies, including visual aids, interactive platforms like Kahoot and Khan Academy, and adaptive tools such as screen readers and tactile graphics. Despite their benefits, implementation was hindered by inadequate training, limited resources, and lack of institutional support. The study underscores that for AT to be effective, comprehensive support in the form of financial assistance, professional development, and strong administrative commitment is essential. It concludes that AT can significantly enhance inclusivity, engagement, and mathematical achievement when integrated systematically into instruction.

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