The Integration of Assistive Technology by Female In-Service Teachers of Students with Learning Disabilities in Saudi Arabia: A Qualitative Interview Study

Abstract

The aim of this study is to explore the teachers’ perceptions of integrating assistive technology into the curriculum for students with learning disabilities in Saudi Arabia. It is known that teaching students with learning disabilities had been one of the significant difficulties in the past and nowadays. Therefore, integrating assistive technology into the educational process would make it easier for the teachers of students with learning disabilities to teach these students through the use of integrating assistive technology. The use of such assistive technologies will be beneficial for learning disabilities students as well. The main question guiding this research is: What are the perceptions of in-service Learning disabilities teachers in Saudi Arabia about integrating assistive technology into the curriculum for students with LD? Past research has been done to show that the teachers’ perceptions of using different methods for educating are acceptable and are helping in guaranteeing that teachers of students with learning disabilities can learn the best ways to teach students with disabilities. One of the encouraging teaching techniques is using assistive technology into the curriculum of learning disabilities (Nabavi- Pelesarael et al, 2018). This study has adapted a qualitative interview research design to understand the perceptions of seven female in-service teachers of students with learning disabilities in Saudi Arabia regarding of integrating assistive technology. After analyzing data from seven elementary special education teachers, several key themes were uncovered. First, teachers showed a high level of preparation with technology, which was driven by training received from the Ministry of Education, participation in conferences and workshops, and teachers' readiness for technology use. As such, the findings of this study demonstrate the critical role that teacher training plays in reinforcing student-centered learning through assistive technology. Training not only equips teachers with technical know how of using assistive technological devices, but it also contributes to the readiness for technology use in all aspects of learning and curriculum development. Second, teachers interviewed in this study showed a high frequency of technology use with a majority of the respondents indicating they used technological tools either on a daily basis or occasionally. The factors that promoted technology integration were identified as the availability of devices such as projectors and teachers' readiness for technology use. Hence, support in form of technological infrastructure could be a key factor in influencing the outcomes of assistive technology in the classroom. The study shows the need for ensuring a balance between the physical infrastructure and the social aspects of personnel management in ensuring the success of technology integration in elementary education. In this study, several criteria were identified as playing a role in integrating assistive technology into the curricula for students with learning disabilities. These factors included the teachers' discretion, student age, ease of technology use, and existence of strategies for keeping up with assistive learning technologies. The integration for integrating assistive technology in curricula for students with learning disabilities was found to be influenced by the existence of technologies such as smart devices and interactive interfaces. However, connectivity issues, lack of appropriate technology, and lack of support from the school hindered the integration process. Moreover, this study demonstrated the familiarity of teachers with technology integration standards. Teachers viewed assistive technology integration as an important tool for teaching students with learning disabilities as well as improving learning outcomes. Overall, the findings of this study demonstrate the prominent roles played by technological infrastructure and teacher training in promoting and sustaining the use of assistive technology for students with learning disabilities. important tool for teaching students with learning disabilities as well as improving learning outcomes. Overall, the findings of this study demonstrate the prominent roles played by