Abstract
In the dynamic landscape of technology-infused education, this research delves into English language instruction for students with special needs within Malaysia’s Special Education Integration Program (SEIP). Despite the potential benefits of technology, educators in Special Education grapple with distinctive challenges. The pandemic-driven transition to technology underscored its pivotal role in bridging educational disparities for special needs students. Aligned with Malaysia’s commitment to inclusive education, this study focuses on the intersection of technology and special education. The research aims to garner insights and recommendations from special education teachers regarding technology integration in SEIP ESL classrooms. Employing a qualitative approach, the study conducted semistructured interviews and analyzed data thematically based on the participants’ answers. Findings highlighted a positive transformation in ESL instruction upon technology usage, elevating student participation, engagement, and independent learning. However, a notable absence of specialized tools or software for SEIP students has also been uncovered. Implications extend to pedagogical practices in special education, proposing avenues for future research. This study reveals an unexplored dimension of technology advancement tailored to SEIP students in Malaysia, making a substantial contribution to the theoretical and practical discourse on inclusive education and technological innovation in ESL classrooms.
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