Experiences of technology-facilitated abuse and parents’ intervention to learners withspecial educational needs

This survey-correlational research explored the level of experiences of technology-facilitated abuseand parents’ intervention to learners with special educational needs during the 2024-2025 academic year. One hundred twelve (112) learners with special educational needs and one hundred (112) parents from President Manuel A. Roxas Memorial School and Inzo Arnaldo Village Integrated School participated in the study, which aimed to answer fifteen specific questions regarding experiences of technology-facilitated abuse and parents’ intervention to learners with special educational needs.Data were collected using a researcher-made questionnaire, validated by two experts in inclusive education and an English critique. Following validation, the questionnaire was final tested with one hundred twelve (112) learners with special educational needs and one hundred (112) parents from President Manuel A. Roxas Memorial School and Inzo Arnaldo Village Integrated School. Factor analysis, construct validation, and reliability testing were conducted using Statistical Package for Social Science (SPSS) software. The independent variable was the level of experiences of technology-facilitated abuse, while the dependent variable was the level of parents’ intervention to learners with special educational needs. Descriptive statistics, Analysis of Variance (ANOVA), and Pearson correlation were employed for data analysis, with a significance level set at 0.05. Major findings perceived a high level of experiences in technology-facilitated abuse and parents’ intervention tolearners with special educational needs. Additionally, a non-significant difference in technology-facilitated abuse were observed among the parents’ intervention to learners with special educational needs.