Sustainability of assistive technology use for students with severe and multiple disabilities: a mixed methods study of teachers’ attitudes and experiences

Vollständiger Abstract

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Introduction Assistive technologies play a vital role in supporting the communication, learning, independence, and participation of students with severe and multiple disabilities. However, their effectiveness does not necessarily ensure their long-term and sustainable use in educational settings. While previous research has primarily focused on the effectiveness of assistive technologies, limited attention has been paid to teachers’ attitudes and experiences regarding their sustainable implementation. This study aimed to examine the sustainable use of assistive technologies in the education of students with severe and multiple disabilities from the perspectives of teachers’ attitudes and experiences. Methods An explanatory sequential mixed methods design was employed. Quantitative data were collected from 132 special education teachers working with students with severe and multiple disabilities. Subsequently, semi-structured interviews were conducted with 20 teachers selected from the higher and lower ends of the attitude-score distribution. Quantitative data were analyzed using descriptive and inferential statistics, including an independent-samples t-test, while qualitative data were analyzed through thematic analysis. Results Teachers demonstrated generally positive attitudes toward assistive technologies (M = 73.63/90). However, qualitative findings revealed that positive attitudes alone were insufficient to ensure sustainable use. Institutional support, technical infrastructure, professional development opportunities, and school-level implementation processes emerged as the key factors influencing sustainability. Discussion The findings suggest that the sustainable use of assistive technologies cannot be explained solely by technology acceptance. Rather, teachers’ psychological dispositions should be considered alongside organizational and contextual factors. The study contributes to the literature by providing a more comprehensive understanding of sustainable assistive technology use and offers practical implications for teacher education, school leadership, and educational policy.