Policy drivers and barriers to inclusive EdTech adoption in special education: a logistic regression study

Amid growing policy commitments to inclusive education, this study examines the factors shaping educational technology (EdTech) adoption among special education teachers in Taiwan. Based on a national survey of 704 teachers across 28 schools, we identify key predictors of EdTech use, including professional development experience, teaching tenure, educational stage taught, and teacher age. While computer-based tools are widely integrated, advanced technologies such as mixed reality remain underused due to infrastructure and operational constraints. Teachers expressed strong interest in further training but also noted difficulties in implementation. Importantly, the majority of teachers supported paraprofessional involvement to enhance classroom-based EdTech support. These findings underscore the importance of differentiated teacher training, school-level capacity-building, and peer or paraprofessional collaboration. While situated in Taiwan's special education context, the results offer broader relevance for inclusive education systems aiming to promote equitable technology integration through responsive, workforce-supported strategies.