عنوان

Special Education Teachers' Knowledge and Use of Assistive Technology with Students with Expressive Language Disorders in Saudi Arabia

Number

TLpq2414438574

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Special Education Teachers' Knowledge and Use of Assistive Technology with Students with Expressive Language Disorders in Saudi Arabia

General Material Designation

[Thesis]

First Statement of Responsibility

Alasmari, Abdulaziz A.

Subsequent Statement of Responsibility

Murdick, Nikki

Name of Publisher, Distributor, etc.

Saint Louis University

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

218

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Saint Louis University

Text preceding or following the note

2020

Text of Note

Proper use of Assistive Technology (AT) could impact the academic success and facilitate independent living for individuals with disabilities, including those with expressive language disorders. For this reason, this study investigated the knowledge and use of AT of special education teachers of students with expressive language disorders in Saudi Arabia. This study included 382 participants, selected through purposive sampling. This quantitative research used a general information questionnaire and the Special Education Teachers' Assistive Technology Knowledge and Use Questionnaire (SETATQ) to answer the research questions. The questions inquired about teachers' levels of knowledge and use regarding assistive technology usage in teaching their students with expressive language disorders. The research questions also sought to establish differences in teachers' knowledge and use based on the independent variables, which were teachers' age, gender, level of education, years of experience, and students' types of disabilities. SPSS was used to assess the results. Descriptive statistics and a non-parametric technique (Kruskal Wallis H test and a Mann-Whitney U test) were used to answer the research questions. The findings revealed variability in special education teachers' knowledge and use of AT for students with expressive language disorders. The results of this study revealed positive and negative results regarding special education teachers' knowledge and use of AT for students with expressive language disorders. The results suggested special education teachers lack sufficient knowledge for AAC and how they can use it. Also, the research indicated special education teachers lack the use of evaluation skills regarding how AT can be used for students with expressive language disorders. Rather, special education teachers need to use technology to foster acceptance of those with expressive language disorders in inclusive settings and ensure they have access to AT and necessary resources. However, the findings revealed that schools do not provide access to AT and necessary resources for students with expressive language disorders. In addition, the results of inferential statistics rejected three of the ten null hypotheses in this study. The results suggest that there are statistically significant differences in teachers' knowledge of AT based on their gender, level of education, and students' types of disability.

Educational technology

Middle Eastern studies

Special education

Alasmari, Abdulaziz A.

Murdick, Nikki

Electronic name

p

[Thesis]

276903

a

Y