Teacher Assistive Teachers' Application of Assistive Technology in the Education of Students with Learning Disabilities

Faisal Al-Nawasreh

doi:10.63931/ijchr.v7i1.510

Authors

Faisal Al-Nawasreh Department of Special Education, Faculty of Educational Sciences, Ajloun National University

DOI:

https://doi.org/10.63931/ijchr.v7i1.510

Keywords:

Supporting Teachers, Assistive Technology, Students with Learning Disabilities

Abstract

The study aimed to identify the degree of application of assistive technology by teachers in teaching students with learning disabilities, and to detect the differences in their use according to variables: gender, educational qualification, and years of experience. The study used the descriptive survey method, and its sample consisted of (102) supporting teachers, who were selected by comprehensive inventory method from public schools in the governorates of Jerash, Ajloun, and the Kasbah district of Irbid. To achieve the objectives of the study, the questionnaire was used as a data collection tool, which was prepared by the researchers after confirming its validity and consistency. The results showed that the arithmetic averages of the responses of the sample members to the degree of application of assistive technology by the supporting teachers in the education of students with learning disabilities came to a moderate degree, and the results showed that there were statistically significant differences attributed to the variable of educational qualification, in favor of the postgraduate category, while the results did not show any statistically significant differences attributed to the variables of gender and years of experience. The study recommended the need to provide continuous training programs for supporting teachers, especially those with bachelor's degrees, to enhance their efficiency in employing assistive technology, provide schools with adequate assistive technology, promote the culture of its use within the school environment, integrate it into educational policies, and support research on its effectiveness in educating students with learning disabilities.

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