Elementary School Teachers' Attitudes Toward Using High-Tech Assistive Technology for Students with Learning Disabilities in Saudi Arabia
General Material Designation
[Thesis]
First Statement of Responsibility
Almulla, Abdullah A.
Subsequent Statement of Responsibility
Andrea, Dinaro
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
Concordia University Chicago
Date of Publication, Distribution, etc.
2019
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
126
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
Concordia University Chicago
Text preceding or following the note
2019
SUMMARY OR ABSTRACT
Text of Note
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.