TEACHERS’ PERSPECTIVES ON TECHNOLOGY USE AND SCIENCE TEACHING FOR STUDENTS WITH MULTIPLE DISABILITIES

Evgin Çay

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TEACHERS’ PERSPECTIVES ON TECHNOLOGY USE AND SCIENCE TEACHING FOR STUDENTS WITH MULTIPLE DISABILITIES

Title	TEACHERS’ PERSPECTIVES ON TECHNOLOGY USE AND SCIENCE TEACHING FOR STUDENTS WITH MULTIPLE DISABILITIES
Publication Type	Journal Article
Year of Publication	2026
Authors	Çay, E
Journal	Journal of Baltic Science Education
Volume	25
Issue	5
Start Page	806-818
Pagination	Continuous
Date Published	October / 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	case study, multiple disabilities, science teaching, students with multiple disabilities, technology
Abstract	Students with multiple disabilities often experience difficulties in learning science due to the abstract nature of scientific concepts and their individual learning characteristics. However, technologies that are individualised according to both the characteristics of the content and students' individual needs can facilitate learning in educational settings. Accordingly, the present study aimed to examine special education teachers' perspectives on science teaching and the technologies used to support science teaching for students with multiple disabilities. A qualitative case study design was employed. The participants consisted of ten special education teachers who worked with students with multiple disabilities. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings revealed special education teachers' perspectives on science teaching as well as the technologies they utilised to support science teaching for students with multiple disabilities.
URL	https://oaji.net/articles/2026/987-1793131507.pdf
DOI	10.33225/jbse/26.25.806
Refereed Designation	Refereed
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