Teachers’ perceptions and practice: A mixed-methods research study of technology integration to support students with disabilities on Oahu

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dc.contributor.advisorRao, Kavita
dc.contributor.authorNakaza-Koizumi, Jonah K.
dc.contributor.departmentEducation
dc.date.accessioned2026-02-23T21:17:59Z
dc.date.available2026-02-23T21:17:59Z
dc.date.issued2025
dc.description.degreePh.D.
dc.identifier.urihttps://hdl.handle.net/10125/112992
dc.subjectSpecial education
dc.subjectInclusive Practices
dc.subjectInsructional Technology
dc.subjectMild to Moderate Disabilities
dc.subjectTAM-2 Education
dc.subjectUniversal Design for Learning
dc.titleTeachers’ perceptions and practice: A mixed-methods research study of technology integration to support students with disabilities on Oahu
dc.typeThesis
dcterms.abstractThis mixed-methods study investigates how secondary general and special education teachers in Oahu, Hawaiʻi, use instructional and assistive technologies to support students with mild to moderate disabilities. Grounded in the Technology Acceptance Model 2 (TAM-2) and Universal Design for Learning (UDL), the study explores teachers’ current technology usage, perceptions, and intentional design practices aimed at reducing learning barriers and enhancing access to inclusive education. Phase I of the study involved administering a survey to secondary teachers, examining their perceptions of the usefulness, ease of use, and external factors influencing technology integration. Phase II employed semi-structured interviews with a subset of survey participants to explore how teachers apply digital tools to support learner variability and promote accessibility. Findings indicate that while many teachers value technology and align its use with inclusive practices, professional development gaps and variability in digital fluency continue to limit consistent implementation. This study contributes to the field by offering insights into the conditions and supports that promote intentional technology integration for students with disabilities and highlights the need for targeted training to bridge instructional design and accessibility practices across diverse educational settings.
dcterms.extent185 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttps://www.proquest.com/LegacyDocView/DISSNUM/32278370

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