Elementary School Teachers' Attitudes Toward Using High-Tech Assistive Technology for Students with Learning Disabilities in Saudi Arabia
[Thesis]
Almulla, Abdullah A.
Andrea, Dinaro
Concordia University Chicago
2019
126 p.
Ph.D.
Concordia University Chicago
2019
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.