Exploring Preschool Teachers' and Support Staff's Use and Experiences of Assistive Technology with Children with Disabilities

Tamakloe, Deborah; Agbenyega, Joseph Seyram

doi:10.23965/ajec.42.2.04

Cited by 24 publications

(18 citation statements)

References 23 publications

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“…Similarly, Alkahtani (2013) examined teachers' knowledge and use of AT for students with special educational needs, and indicated teachers' lack of knowledge and skills in using AT, which requires training teachers to increase their overall knowledge about AT. Also, Tamakloe and Agbenyega (2017) explored the experiences of preschool teachers and their support staff about the use of AT devices to support young students with disabilities in an inclusive preschool class. The results indicated a need for professional knowledge and practice in order to impact student learning.…”

Section: Introductionmentioning

confidence: 99%

Saudi Arabia Special Education Teachers’ Attitudes Toward Assistive Technology Use For Students With Intellectual Disability

Aldehami

2022

CONT ED TECHNOLOGY

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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.

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Section: Introductionmentioning

confidence: 99%

Saudi Arabia Special Education Teachers’ Attitudes Toward Assistive Technology Use For Students With Intellectual Disability

Aldehami

2022

CONT ED TECHNOLOGY

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“…On the one hand, assistive technologies (AT = devices and software designed specifically for people with disabilities, eg, Tobii DynaVox, Tapit, Picture Exchange Communication System) can have a great impact on many of the educational needs that children present (Al‐Dababneh & Al‐Zboon, 2020; Alkahtani, 2013). Its importance is such that Tamakloe and Agbenyega (2017, p. 32) stated that ‘Assistive technology is the way of the future for all sorts of children with disabilities’. On the other hand, Mohd et al.…”

Section: Introductionmentioning

confidence: 99%

Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods

Cabero‐Almenara

Guillén‐Gámez

Palmero

et al. 2021

Brit J Educational Tech

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We are experiencing a serious health crisis due to COVID‐19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high‐quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium‐low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice. What we already know about this topic Teachers have to find and adapt educational technology to achieve a higher level of success in students with disabilities. The use of ICT resources by teachers acts as a bridge to promote learning in students with disabilities. What this paper adds Identification of those predictors that significantly influence the acquisition of digital competence in teaching staff at various stages of education: gender, educational stage, motivation, attitude towards technologies and having students with specific educational support needs. A proposal of didactic applications is provided to address the different types of functional diversity. Implications for practice and/or policy It is essential that training plans on digital competence are established to assist students with functional diversity in their different learning stages. In this sense, personalised training itineraries or TMOOCs can be of major assistance. Expansion of the study sample (macro level) to identify digital factors, which affect the acquisition of the digital competence of the teaching staff to support their students' disabilities. Change regarding the type of diagnosis through self‐perception tests, such as those presented by these models, and subsequent work in other fields such as e‐portfolios of evidence or instruments in the form of problem solving.

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“…The findings of the study showed that there are no benefits to the use of tablets as teachers do not use them in the long term. A case study by [25] was designed to explore the perception of preschool teachers using a tablet-application in the classroom to address communication issues with their students. Teachers in the study stated that they preferred and were pleased with the conventional teaching method since it encouraged students to use and present a variety of learning materials at convenient times.…”

Section: Literature Reviewmentioning

confidence: 99%

The Influence of Multimedia with Autistic Learners from the Teachers Perception

Omar

Koo

Bidin

2020

Int. J. Interact. Mob. Technol.

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The purpose of the study is to explore the perspective of teachers on the use of tablet-based applications with young autistic children through a qualitative case study approach. Eight schoolteachers were interviewed for the study. This paper reports the findings of teachers’ perceptions towards the Autism Aid application with their learners, which has been designed based on their cognitive ability and school curriculum, e.g., self-management skills. The findings showed that generalization based on the design of tablet applications used could be problematic due to the limited number of participants, as well as the potential impact of teaching philosophies and previous experiences. Second, the results have shown that motivation, the human-model, and the use of technology in the classroom affected children’s learning outcomes.

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Exploring Preschool Teachers' and Support Staff's Use and Experiences of Assistive Technology with Children with Disabilities

Cited by 24 publications

References 23 publications

Saudi Arabia Special Education Teachers’ Attitudes Toward Assistive Technology Use For Students With Intellectual Disability

Saudi Arabia Special Education Teachers’ Attitudes Toward Assistive Technology Use For Students With Intellectual Disability

Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods

The Influence of Multimedia with Autistic Learners from the Teachers Perception

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