Saudi Special Education Teachers’ Perspectives on the Use of iPads to Enhance Communication Skills for Students with Autism

Abstract

Students with Autism often struggle with attention, focus, and communication that may negatively impact their learning. To overcome these challenges, researchers have noted that using digital technology devices such as iPads in the classroom might enhance teaching and learning for students with Autism. However, digital technology use in the classroom in the Kingdom of Saudi Arabia is still at its nascent stages and there is a paucity of existing studies that have examined how special education teachers perceive iPad usage to deliver instruction to students with Autism. The aim of this study was to explore Saudi teachers’ perspectives concerning the use of iPads. A qualitative research method was used to investigate two research questions. Semi-structured interview questions were used to collect relevant data. Findings revealed that Saudi special education teachers express positive perceptions towards the use of iPads including the belief that iPad use improves communication skills, improves socialization, and facilitates interpersonal relations. Findings also revealed perceived barriers to implementing the use of iPads in the classrooms including insufficient knowledge on how to operate an iPad, insufficient funding and lack of teacher motivation, opposition from families of students who have Autism, lack of national education standards on the use of digital technology, inadequate professional development, and lack of educational applications in Arabic for iPads. Detailed findings from this study and aspects related to the teachers’ individual and group perspectives are discussed in this paper, as well as implications and recommendations for future research.