Asian Journal of Education and Social Studies

This study investigates the integration of adaptive technology (AT) in special education, focusing on the experiences of a predominantly young group of teachers, most of whom are pursuing advanced degrees. The findings indicate that while AT significantly enhances student engagement and independence, challenges such as technical difficulties, students' attention span limitations, and insufficient training hinder its effective implementation. The study emphasizes the need for continuous professional development and collaboration between educators, parents, and technology developers to address these obstacles and foster inclusive learning environments.

Additionally, systemic barriers such as limited access to resources and inadequate technical support were identified as significant hindrances to effective AT use. In response to these challenges, the study introduces the TYRISH framework, which provides a structured support system for educators, including professional development, technical assistance, resource access, and collaboration. This framework aims to optimize AT integration, improve teaching practices, and enhance learning outcomes for students with special needs. Recommendations include offering mentorship programs for young educators, regular training for troubleshooting technical issues, and prioritizing resource allocation for AT in schools to maximize its potential in special education settings.