Perception of Access to Supportive Technology and Inclusive ICTs: Special Education Teacher Trainees

Augmentative and alternative communication (AAC) technologies, characterized by universal design, are vital for supporting the functional abilities of people with disabilities, enabling communication, learning, and dignified living. While digital accessibility has seen improvements—through curriculum adaptation, inclusive teaching strategies, and personalized support—significant challenges remain. This study describes the level of knowledge about AAC technologies among university students enrolled in the Special Education degree program at the Specialized University of the Americas in Panama. A scale to measure knowledge and an instrument for incorporating these technologies were applied to a sample of 81 students. The results highlight a major challenge within the education system: training future special education teachers. A paradox was identified wherein educators express strong belief in the educational value of AAC but demonstrate limited concrete knowledge of its applications, especially for low-incidence or complex disabilities. Furthermore, unequal access to technology continues to disadvantage students without devices or reliable internet connectivity, exacerbating existing educational disparities. The findings underscore the urgent need for targeted training initiatives and policies that embed AAC competencies into teacher education curricula to advance equitable and inclusive education.