The Attitudes, Beliefs, and Knowledge of Female Special Education Teachers Toward the use of Assistive Technology in Teaching Children with Special Educational Needs and Disabilities(SEND) in Mainstream Primary Education in Saudi Arabia

Abstract

The impact of assistive technologies (AT) on the educational development of students with disabilities has been examined extensively, as have the attitudes of special education teachers regarding the integration of AT into their pedagogical practices. However, there is a significant research gap concerning these topics within the Saudi Arabian context. This study seeks to fill this void by investigating the attitudes, beliefs, and knowledge of Saudi female special education teachers about the utilization of AT in teaching students with disabilities within the mainstream primary education system in Saudi Arabia. A qualitative research methodology was employed, involving three online workshops via Google Meet with female teachers who instruct students with disabilities. These workshops engaged understanding of disabled students, the role of AT in education, and their technological experiences before, during, and after the COVID-19 pandemic. Six teachers participated in each two-hour session. The data revealed insights into their attitudes towards students with disabilities, their knowledge of AT, and the perceived benefits and challenges of using AT. The findings indicate that the participating teachers possess attitudes and opinions consistent with both the medical and social models of disability. They acknowledge the medical model in categorizing disabilities, influenced by Saudi Arabia’s special education system. However, they are more likely to adopt the social model and inclusive educational practices, focusing on removing barriers to enhance disabled students’ learning (Oliver, 1990). They noted a disparity between their personal views and the broader school and community environments, which has not yet fully embraced inclusive practices, including the lack of sufficient AT for special education both before and after COVID-19. However, during the pandemic, the Saudi government took great steps to provide learning resources for all students, indicating a capacity for further change. This research provides a nuanced understanding of the complexities surrounding teachers’ attitudes, beliefs, and knowledge about AT. It underscores the necessity of addressing structural barriers and advocating for societal changes to promote inclusive education practices. The study concludes with recommendations aimed at enhancing AT accessibility and fostering inclusive practices in Saudi Arabia.