This study was conducted in the central region of the Kingdom of Saudi Arabia (KSA) to investigate levels of teachers' assistive technology (AT) knowledge and skills use in classrooms for students with intellectual disability (ID). A total of 98 special education teachers of students with ID completed an online survey. Results indicate that the teachers' levels of knowledge and skills related to AT use in classrooms for students with ID were reaching proficiency. Teachers' levels of AT knowledge and skills statistically significantly differed based on gender, training, level of education, teaching experience, and school location but not on grade level. However, there were statistically significant differences in teachers' professional development based on gender and teaching experience but not based on training, level of education, grade level, and school location. Furthermore, results indicate that teachers' perceptions of AT significantly predicted teachers' knowledge and skills related to AT use in educational environments.

This study examined Saudi Arabia teachers' perceptions of obstacles to educational rehabilitation for students with intellectual disability (ID). An online survey was completed by 84 special education teachers of students with ID. Results show statistically significant differences in these teachers’ perspectives on the obstacles based on the grade levels they taught; there were no differences based on the other demographic variables studied (i.e., gender, level of education, and teaching experience). Moreover, the results show no statistically significant differences in teachers' perspectives on obstacles to educational rehabilitation related to demographic characteristics of gender, level of education, teaching experience, and grade level, compared to their views on other obstacles such as those related to (a) the tools used in educational rehabilitation, (b) school administration and equipment, and (c) students with ID. Also, there were no statistically significant effects of multiple demographic factors on teachers’ perspectives on overall obstacles.   Received: 10 May 2022 / Accepted: 27 June 2022 / Published: 5 July 2022