Elementary School Teachers’ Attitudes Toward Using High-Tech Assistive Technology for Students with ...

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" Elementary School Teachers’ Attitudes Toward Using High-Tech Assistive Technology for Students with Learning Disabilities in Saudi Arabia "
Almulla, Abdullah A. Andrea, Dinaro

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1107677
Doc. No	:	TLpq2453692600
Main Entry	:	Almulla, Abdullah A.
	:	Andrea, Dinaro
Title & Author	:	Elementary School Teachers’ Attitudes Toward Using High-Tech Assistive Technology for Students with Learning Disabilities in Saudi Arabia\ Almulla, Abdullah A.Andrea, Dinaro
College	:	Concordia University Chicago
Date	:	2019
student score	:	2019
Degree	:	Ph.D.
Page No	:	126
Abstract	:	High-tech assistive technologies (AT) can help remove various barriers faced by students with learning disabilities (LD). There is limited research regarding teachers’ use of high-tech AT in classrooms to support students with LD. A question has risen in Saudi Arabia’s education environment regarding the relation between teachers’ perceptions and the level of teachers’ knowledge and skills related to high-tech AT in supporting students with LD. The purpose of this study was to investigate the overall level of teachers’ knowledge and skills related to high-tech AT in supporting students with LD in Saudi Arabia. In addition, the study sought to determine the extent to which teachers’ self-reported perceptions of high-tech AT predict teachers’ knowledge and skills of high-tech AT for students with LD in Saudi Arabia. A quantitative approach was adopted in this study. A sample of 366 teachers was used in this study and data analysis using descriptive statistics, ANOVA and t-tests was conducted using SPSS software. The results of this research showed that the level of teachers' self-reported knowledge and skills related to high-tech AT use in classrooms for students with LD in Saudi Arabia was approaching proficiency. Female teachers had a higher level of knowledge and skills related to high-tech AT use than male teachers. There were no differences in teachers’ self-reported level of knowledge and skills related to high-tech AT use based on school location, education level, and years of teaching experience. The results show that teachers’ self-reported perceptions of high-tech AT are significant predictors of teachers’ knowledge and skills related to high-tech AT use.
Subject	:	Disability studies
	:	Educational technology
	:	Special education