The effectiveness of the use of supportive education technology in the blended education for people with special needs in schools from the teachers’ point of view
This study aims to identify the point of view of female teachers in the United Arab Emirates schools (Al-Rifaa Secondary School for Girls) about the effectiveness of using supportive education technology in the integrated education for people with special needs in schools. The sample of the study consisted of (70) teachers and the questionnaire was answered by the sample of the study. The researcher used the analytical descriptive approach to suit the objectives of the study, where she built a scientific questionnaire to measure the purpose of the study. It contains three axes, where the first axis contains (10) paragraphs and aims to know the role of teachers in activating the process of educational integration. The second axis contains (10) paragraphs aimed at understanding the importance of the availability of the requirements of using educational technology in supporting educational integration in schools. The third axis aims at identifying the obstacles to the use of supportive educational technology in educational integration in schools from the point of view of the study sample. In this section, the researcher used a five-dimensional Likert scale consisting of five options (strongly supportive - OK - somewhat agreeable - disagree - strongly opposed). The reliability and stability of the instrument has been verified. The study found that the role of teachers in activating the educational integration process was high, and that the availability of the requirements of the use of supporting education technology in the educational integration in schools is on average, and that the obstacles to the use of educational technology supporting the educational integration in schools are the lack of financial specialists. Poor qualification and training of teachers on the use of computers. Lack of computers in schools and integration programs.
Lack of specialized electronic programs for each case and for each disability, and the lack of educational programs related to the curriculum. Also, the lack of time to obtain training and training students to use technology, lack of time to prepare and develop new educational strategies that integrate technology into the curriculum. Lack of reliable tools in some schools. Lack of student autonomy. Finally the teacher's comfort level and lack of accessibility.
• Abdul Ati, Hassan Al-Bata Mohammed (2014). Special Needs Education Technology and Assistive Technologies Alexandria. New University House. (In Arabic).
• Abu Al-Fotouh, Mohammed Kamal (2011). Attitudes of primary school teachers towards the integration of autistic children with their ordinary peers in public schools (psychological study in the light of some variables). Egypt: Benha University. (In Arabic).
• Al Bayati, Fares (2018). In scientific research curricula. Amman: Dar Al-Suwaki Scientific Publishing and Distribution. (In Arabic).
• Al-Qariuti, Ibrahim, and Abbas, Mr. (2008). Trends of Principals and Teachers towards Educational Integration of People with Special Needs in Public Education Schools in the Sultanate of Oman. Sultanate of Oman: a series of educational and psychological studies. (In Arabic).
• Al-Rashdi, Khalid Mohammed Al-Rashidi (2012). Education Technology in Special Education, King Abdulaziz University, University Envelope. (In Arabic).
• Al-Zaher, Qahtan (2009). Trends of private and public education teachers towards integrating mentally disabled learners with simple disability. Amman: Amman Private University. (In Arabic).
• Dash, Neena (2006). Inclusive Education for Children with Special Needs. New Dlehi: Atlantic Publishers and Distributors.
• Hadjikakou, K., Petridou, L., Stylianou, C., (2008). The academic and social inclusion of oral deaf and hard-of-hearing children in Cyprus secondary general education: Investigating the perspectives of the stakeholders. European Journal of special needs education 23(1):17-29.
• Khader, Adel (2008). Trends of teachers and students in independent schools towards the integration of students with special needs in regular classes in the light of some variables. Egypt: Zagazig University. (In Arabic).
• Najjar, Abdullah Hussein and the soldier, Murat Rushdie (2014). Attitudes of teachers and teachers of the basic stage in schools of education / south of Hebron. Hebron: Al Quds Open University. (In Arabic).
• Praisner, C. (2000). Attitudes of elementary principals toward the inclusion of students with disabilities. Council for Exceptional Children, 69 (2), 135-145.
• Salim, Kamal Salem (2013). Integration into general education schools and classes. Al Ain: University Book House. (In Arabic).
• Sartawi, Zidane, Abdul Jabbar, Abdul Aziz and the person, Abdul Aziz (2000). Comprehensive integration of people with special needs (concept and theoretical background). Al Ain: Library Library Library. (In Arabic).
• Sherman, Atef Abu Hamid (2015). Assistive Education Technology for People with Special Needs. Amman: Dar Al Masirah for Publishing and Distribution. (In Arabic).
• Smadi, Ali Mohamed (2010). Teachers' attitudes The first three grades towards integrating disabled students with ordinary students in the first three grades in Arar. Library of the Gulf Children 's Forum for Special Needs. (In Arabic).
• United Nations Educational scientific and cultural organization (UNESCO) (2005). Guide lines for inclusion: Ensuring Access to Education for All.
Copyright (c) 2020 أمل محمد البدو
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons License: CC BY-NC
Creative Commons Rights Expression Language (CC REL)