This study aimed at identifying the obstacles of implementing learning technologies from the perspective of the teachers at autism centres in Amman. To achieve the objectives of the study, the researchers adopted a descriptive research method and used the survey as a tool of the study. The sample that was selected randomly consisted of 270 teachers from the autism centres in Amman. The study found that there were significant obstacles facing teachers at the autism centres in Amman in implementing learning technologies, the obstacle fields ranked as follows: learning technology, autism centre, autistic students and teachers, respectively. The study recommended: providing a special laboratory for learning technology resources room in centres, provide a special financial budget for autism centres and that the administrator of the autism centres must encourage the teachers to use learning technologies in teaching. Keywords: Amman, autism teachers, implementation, learning technology, obstacles1.

The aims of this study were to identify the social and psychological problems of hearing-impaired students and investigate the coping strategies adopted in deaf schools. The descriptive analytical approach was used to describe the data collected from a randomly selected sample that consisted of 150 deaf students; 67 were males and 83 were females. The findings showed that hearing-impaired students face social problems such as difficulties encountered in public places and feeling scared of violence by others. The findings also showed that students with hearing impairment face frequent psychological problems such as explanation of mistakes, fear of making mistakes, and separation anxiety. However, the study results revealed that students with hearing impairment have a medium level of psychological and social problems as well as the adoption level of coping strategies. Furthermore, there are no statistically significant differences on the level of both social and psychological problems, and adapted level of coping strategies due to gender, address, education level, and impairment severity.

This study aimed to identify the degree to which resource room teachers use modern educational technological means in teaching students with learning disabilities in Al-Salt city and to identify the obstacles facing the application of EdTech in schools. The study sample consisted of (48) resource room teachers who were chosen purposefully. The findings indicated that there were no statistically significant differences in the degree of using modern technological means attributed to the scientific qualification variable, and there were statistically significant differences attributed to the variable practical experience and in favour of the variable "experience category" (10 years and more). The results showed that the obstacles to using modern technology in all fields were of a (moderate) degree. The study recommends enhancing the use of technological means in teaching students with learning disabilities in resource rooms and finding effective solutions for the obstacles that hinder the use of these methods.                                   Keywords: modern educational technology, resources rooms' teachers, students with learning disabilities.