Using assistive technologies in the curriculum of children with specific learning disabilities served in inclusion settings: teachers' beliefs and professionalism.

PURPOSE

This study is aimed at investigating teachers' beliefs and their professionalism regarding the use of assistive technologies (AT) in teaching children with specific learning disabilities (SLD) in inclusive settings in Jordan.

MATERIALS AND METHODS

To achieve the study purpose, the researchers developed a scale, 'teachers' beliefs and professionalism', consisting of four subscales. A random sample of 157 SLD teachers participated in the study by completing the study scale and fifteen teachers were later interviewed.

RESULTS

The SLD teachers' self-reported use of AT in curriculum of children with SLD was high. The teachers' perception of their professionalism in using assistive technologies in the teaching process sub-scale had the highest mean, whereas the availability of AT had the lowest. Results revealed a statistically significant correlation between teachers' beliefs and professionalism. The results also revealed that there were no significant differences between SLD teachers according to the teachers' gender or experience level, or the level of child disability. The results showed that there was only difference regarding the availability of AT sub-scale, pertaining to public school and private school and in favour of private schools.

CONCLUSIONS

Directions for further research and recommendations for policy and practice are discussed.IMPLICATIONS FOR REHABILITATIONThere is a vital need to investigate teachers' professionalism and beliefs regarding applying AT for the children with SLD in inclusion settings, especially in developing countries.The availability of AT sub-scale had the lowest mean.The teachers' perceptions of their professionalism in using AT in teaching had the highest mean.It is hoped that this study provide the decision-makers in the Ministry of Education (MoE) with valuable insights to develop the use of AT in teaching reading and writing for the children with SLD, as well as to develop their capacities to play a crucial role to develop a new appropriate training technique for the teaches to acquire the skills in order to enrich the using of AT to enhance the children abilities to develop their mental, social abilities in inclusive schools.Provide training for teachers and the teams who work with children with SLD to match particular technologies to specific needs to help the children with SLD to be more independent.Future studies should be done to get a complete picture about the role of AT in teaching children with SLD as perceived by teachers, principals, and parents. As well as to investigate the effectiveness of using AT in developing children skills with reading and writing difficulties to motivate schools in enhancing independence of the children. Further studies should also be conducted to compare the instructional practices in the field of AT used in Jordanian inclusive schools and schools applying international programmes to benefit from their instructional practices and their effective use of AT with children with SLD in inclusive schools.