Department of Special Education, Queen Rania Faculty for Childhood, The Hashemite University, Al-Zarqa, Jordan.
Disabil Rehabil Assist Technol. 2022 Jan;17(1):23-33. doi: 10.1080/17483107.2020.1752824. Epub 2020 Apr 17.
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.
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.
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.
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.
本研究旨在调查教师在约旦融合环境中教授有特殊学习障碍（SLD）儿童时对辅助技术（AT）的信念和专业精神。
为了实现研究目的，研究人员开发了一个由四个分量表组成的量表，名为“教师的信念和专业精神”。随机抽取了 157 名 SLD 教师参加研究，他们通过完成研究量表来参与研究，之后有 15 名教师接受了访谈。
SLD 教师自我报告的在儿童 SLD 课程中使用 AT 的频率较高。教师在教学过程中使用辅助技术的专业精神感知分量表的平均得分最高，而辅助技术的可用性分量表的平均得分最低。结果表明，教师的信念和专业精神之间存在显著的相关性。结果还表明，SLD 教师的性别、经验水平或儿童残疾程度之间没有显著差异。结果表明，只有在辅助技术可用性分量表上存在差异，涉及公立学校和私立学校，私立学校更有利。
讨论了进一步研究的方向和政策与实践建议。
在融合环境中为有 SLD 的儿童应用 AT 方面，特别在发展中国家，迫切需要研究教师的专业精神和信念。
辅助技术可用性分量表的平均得分最低。
教师在教学中使用 AT 的专业精神感知分量表的平均得分最高。
希望本研究为教育部（MoE）的决策者提供有价值的见解，以促进在教授 SLD 儿童阅读和写作方面使用 AT，并培养他们发挥关键作用的能力，以开发新的适当培训技术，使教师掌握技能，丰富 AT 的使用，提高儿童发展其在融合学校的心理、社会能力。
为教师和与 SLD 儿童一起工作的团队提供培训，以将特定技术与特定需求相匹配，帮助 SLD 儿童更加独立。
未来的研究应该更全面地了解教师、校长和家长对 AT 在教授 SLD 儿童方面的作用的看法。同时，也应该研究在发展有阅读和写作困难的儿童技能方面使用 AT 的效果，以激励学校提高儿童的独立性。还应该进行进一步的研究，比较在约旦融合学校和应用国际方案的学校中使用的 AT 教学实践，以从他们的教学实践和他们在融合学校中有效使用 AT 与 SLD 儿童的经验中受益。
