Degree of Assistive Technology Utilization in Special Education Institutions and Programs from Perspective of Teachers of Individuals with Disabilities

Abstract

This study aimed to identify the extent to which assistive technologies are utilized in special education institutions and programs, as perceived by teachers of individuals with disabilities. The study population consisted of 135 teachers of individuals with disabilities in special education institutions and programs in Saudi Arabia. A random sample of 65 teachers was selected, and an electronic questionnaire was used to achieve the study's objectives. The study found significant variations in the use of three categories of technologies. The first category, "low-tech technology," recorded a mean score of 3.5, indicating a good level of use. The second category, "mid-tech technology," achieved the highest mean score of 4.2, with a percentage of 84%. The third category, "high-tech technology," recorded the lowest mean score of 3.0, with a percentage of 60%. The results also showed that teachers demonstrated good knowledge of laws and legislation related to assistive technologies, with a mean score of 3.8. However, the study highlighted the need to enhance teachers' practical skills, particularly in areas that received lower scores, such as designing, manufacturing, and installing assistive technology devices and materials. This strongly suggested the necessity of providing more comprehensive practical training