Special Education Teachers’ Readiness and Self-Efficacy in Utilization of Assistive Technologies for Instruction in Secondary School

Surajudeen, Tosho Bakinde; Ibironke, Ebenezer Sanya; Aladesusi, Gboyega Ayodeji

doi:10.17509/ijcsne.v3i1.44643

Cited by 5 publications

(1 citation statement)

References 7 publications

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“…According to Long and Bouck (2022) in the context of education, virtual learning environments equipped with functionalities for presentation management, administration, and coursework assessment play a crucial role in supporting teaching and learning processes within schools. However, students with disabilities, such as dyscalculia, attention issues (ADHD), dyslexia and difficulties in information retrieval, face notable challenges when engaging in traditional physics experiments (Surajudeen et al, 2022). These challenges hinder their ability to learn effectively and often necessitate substantial investments of time, resources, and individualized tutoring.…”

Section: Theoretical Overviewmentioning

confidence: 99%

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

2023

Futurity of Social Sciences

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This article aims to analyze the utilization of electronic technologies for facilitating individualized education for education seekers with special needs. The study involved 110 teachers from diverse educational institutions in Kazakhstan, each possessing experience in working with students with special needs. Inclusion criteria ensured a variety of grade levels, subject areas, and teaching experiences. Participants, eligible with a minimum of one year's teaching experience and prior work with students with special needs, were surveyed using a specially designed questionnaire. This research provides a comprehensive examination of the challenges faced by students with special education needs, encompassing cognitive, physical, and sensory disabilities. The study explores the role of specialized software, such as text-reading computer programs and speech recognition systems, in enhancing behaviour and positive interactions. The emphasis on adaptive technologies, interactive whiteboards, tablets, advanced training programs, and video platforms reflects the evolving landscape of educational technology for inclusive practices. The findings underscore the significance of electronic technologies, with 87 out of 110 teachers emphasizing the role of special software. Interactive whiteboards, tablets, and advanced training programs were also recognized by a considerable number of participants. Adaptive technologies, altering content based on student needs, were utilized by 81 teachers. While 59 teachers incorporated special video platforms, 48 used communication applications. Conclusions: the study highlights challenges in the provision of individualized education for students with disabilities, including limited technology access, language barriers, cultural insensitivity of electronic tools, and financial constraints. The identified difficulties underscore the need for comprehensive strategies to address these barriers and ensure equitable access to electronic technologies for effective inclusive education. This research contributes valuable insights into the current landscape of electronic technology integration in inclusive education and provides a foundation for future efforts to enhance individualized learning experiences for students with special needs.

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Section: Theoretical Overviewmentioning

confidence: 99%

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

2023

Futurity of Social Sciences

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Investigation of the opinions of pre-service special education teachers on the use of assistive technologies in special education

Kurt,

Erden

2023

Educ Inf Technol

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Educational technology in inclusive classrooms: Assessing teacher awareness and needs

POLAT,

CEPDİBİ SIBIÇ,

CİRİT

et al. 2024

Journal of Educational Technology and Online Learning

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The aim of this research is to reveal the awareness of teachers working in inclusion environments and their use of educational technology. Specifically, in this mixed methods study, a needs analysis was conducted to determine the knowledge levels of teachers about inclusive education, their awareness and use of educational technologies and what kind of support they need. Data was collected via a questionnaire with the participation of 133 teachers and focus group interviews with 50 teachers. First of all, the findings showed that teachers' knowledge of students with special education needs (SEN) is insufficient and they need support at this point. The findings are expected to benefit the literature, the field of inclusive education, and policymakers.

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Special Education Teachers’ Readiness and Self-Efficacy in Utilization of Assistive Technologies for Instruction in Secondary School

Cited by 5 publications

References 7 publications

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

Investigation of the opinions of pre-service special education teachers on the use of assistive technologies in special education

Educational technology in inclusive classrooms: Assessing teacher awareness and needs

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