Obstacles of implementing educational techniques in special education centres from autism teachers’ perspective

Abstract

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 role of social media as an electronic communication media in supporting leadership supervision in high schools

“…The result of this study differed implicitly from the results of Al-Ghamdi (8) in which it was found that approval of the practice of using the Internet by school leadership supervisors for supervision in the Al-Baha region was somewhat agreed (medium), but there were obstacles in its use in supervisory methods in the Al-Baha region to a medium degree. The following is a presentation of the arithmetic means and standard deviations to estimate the applicability in the fields of the first axis.…”

“…In (8), the research aimed to identify the extent to which educational supervisors use the Internet for supervisory processes in the Al-Baha region. The study revealed that approval of the educational supervisors' practice of using the Internet in supervisory processes in the Al-Baha region was to a medium degree.…”

Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada

“…We also observed that the higher the frequency of app use, the more benefits and applicability the participants from both countries found in them. This suggests that, previously, the potential of the apps may not be perceptible, and the apps designed specifically for working with people with autism may not be known [ 29 ], or there is a lack of training for their use [ 29 , 30 , 31 ]; however, as they are used, the return and practice increase. Teachers need to know the digital resources that are suitable for each student [ 33 ], in order to be able to use them and give meaning to their educational practice.…”

Determining Practices of Classroom Teachers Who Have Mainstreaming and Special Needs Students in Their Classes

“…The most important factor in the successful implementation and execution of mainstreaming is classroom teachers (Sabayleh and Alramamneh, 2020). Teachers should be willing and positive about their duties in mainstreaming education.…”