Status of Using Assistive Technology by Students with Disabilities at Sultan Qaboos University

Al-Ani, Wajeha; Al-Musawi, Ali S.; Al-Hashmi, Widad; Al-Saddi, Balqees

doi:10.20533/ijtie.2047.0533.2020.0197

Cited by 5 publications

(6 citation statements)

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“…This resonates with the studies conducted on teacher professional development, a prominent concept that is widely understood as a process of enhancing teacher participation in the teaching practice for the purpose of expanding teachers' knowledge and beliefs in their work environments (Driel et al, 2001;Guskey, 2000). It also corroborates with research that illustrates student and teacher-perceived difficulties with integrating technology into education (Emam et al, 2017;Ertmer et al, 2012, Al-Ani et al, 2020. Furthermore, Sze (2004) argues that technological interventions are non-specific.…”

Section: Brief Review Of Literaturesupporting

confidence: 58%

Assistive Technology in the English Language Classroom: Reality and Perspectives

Siyabi¹,

Tuzlukova²,

Kaabi³

et al. 2022

jltr

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The Oman Vision 2040 Policy aims to create a system of high-quality education where human capabilities are empowered and where learners of a wide range of ability feel welcome and their learning is invigorated. However, research reveals that educators still need to improve their knowledge of how to access valuable insights into such education practice, and there are many ideas that need to be sharpened and elaborated in academic and public discussions. In the context of Oman’s higher education, besides English language learning and communicative skills’ enhancement, there is inclusive language education as one of strategic directions and priorities. Suggesting that foreign language acquisition understood as a complex cognitive and social process can be facilitated by assistive technology used for enhancing English language achievement of the learners who lack some of its essential aspects, this paper explores the reality of integrating assistive technology in the English language classroom that includes students with visual impairments. It also outlines future perspectives involving the authors’ understanding of assistive technology as practice that has the capacity for increasing language learners’ autonomy, participation, and, simultaneously, advancing their academic standing. The shared insights will provide language educators with ideas on how using assistive technology can enable more efficient language teaching and learning experiences of visually impaired students, empower them and, consequently, strengthen their academic success.

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Section: Brief Review Of Literaturesupporting

confidence: 58%

Assistive Technology in the English Language Classroom: Reality and Perspectives

Siyabi¹,

Tuzlukova²,

Kaabi³

et al. 2022

jltr

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“…Despite the obstacles, Oman has seen some positive results with using AT in special education. For instance, Al-Mahrooqi et al (2021) discovered that students with learning difficulties in Oman benefited greatly from implementing AT. They advocated for training and assistance for instructors and students and for using assistive software and hardware to facilitate education.…”

Section: F At In Omanmentioning

confidence: 99%

Innovation for All: Unleashing the Power of Assistive Technology in Special Education in Arabic-Speaking Countries

Alanazi

2023

Journal of ICSAR

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This topical review digs into special education teachers' growing usage of Assistive Technology (AT) in Arabic-speaking countries to serve children with impairments. This study investigates AT's benefits, drawbacks, and possible applications in this educational setting by reviewing the available literature from six major academic databases, including Scopus, Web of Science, JSTOR, ERIC, Academia, and ResearchGate. The findings highlight the need for tailored and student-centered approaches to AT adoption and effective training and ongoing support for educators and students. Furthermore, the study emphasizes the potential of AT to improve academic and functional outcomes, allowing students to overcome obstacles and actively participate in their educational path. The significance of these findings for future special education research and practice is examined, laying the groundwork for further investigation of AT's influence on children with disabilities in Arabic-speaking countries. The outcomes of this review emphasize the need to implement AT in Arabic-speaking special education settings using tailored and student-centered approaches. Students with disabilities can effectively use AT solutions to enhance their learning experiences by tailoring AT solutions to specific needs. Furthermore, the study emphasizes the importance of instructor and student training and ongoing assistance. Proper training provides instructors with the skills and information they need to properly deploy AT tools, while continual support ensures that AT remains effective in the classroom.

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“…The use of assistive technology has been generally accepted in education to bridge the gap between special and regular schools which has resulted in the positive transformation of teaching and learning across the curriculum [12]. Al-Ani et al (2020) explore students' with disabilities' use of Assistive Technology in learning and found that students perceive Assistive Technology positively, as it develops their abilities to search for information and provides them with more opportunities to share ideas and collaborate together [20]. Grönlund et al (2010) found that obstacles to the effective use of Assistive Technology in developing countries come from three different levels which are the school, national, and network [2].…”

Section: Related Workmentioning

confidence: 99%

“…The population for the study comprised all special needs students and all teachers at Durbar Grammar School, Oyo. A random sampling technique was used to select twenty (20) teachers and all students with special needs were included (40).…”

Section: Sample and Sampling Techniquementioning

confidence: 99%

“…It was discovered that 31 (77.5%) respondents agreed that, students with special needs in an inclusive educational system need periodical training on the use of technological tools as opposed to a minority of the respondents (i.e 22.5%). It was also discovered that 50% (20) of the respondents agreed that students with special needs in an inclusive educational system do not have an interest in using assistive technology (AT) in their learning process because they lack technical know-how as against by same percentage (i.e 50%) of the respondents.…”

Section: Hypothesis 2: Inclusive Education Cannot Fail Even If There ...mentioning

confidence: 99%

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Efficacy of Assistive Technology for Improved Teaching and Learning in Computer Science

Adebayo¹,

Ayorinde²

2022

IJEME

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This study examined the efficacy of assistive technology (AT) for improved teaching and learning in computer science (a case study of an inclusive educational system). Two (2) hypotheses were formulated and tested for this study. A descriptive survey method was adopted for this study, the population of this study comprises all Students with special needs and all teachers teaching at Durbar Grammar School, Oyo, Oyo State, Nigeria. A purposive sampling technique was used to select twenty ( 20) respondents (teachers) and all the Students with special needs were involved (40). A structured questionnaire of two sections (sections A and B to be answered by the Teachers and the Students respectively) which was validated and tested for reliability was used; a reliability coefficient of 0.81 was obtained. Simple percentages and the Chi-square statistical method were used to analyze the collected data which was tested with this study's hypotheses. The results of this study revealed that AT is capable of improving the teaching and learning of computer science for Students with special needs in an inclusive education if AT is allowed to play its role. It was also discovered that both the teacher and students with special needs were exposed to very little AT and there was no periodical training programme for both the teachers and the students with special needs on the use of AT which has affected their teaching and learning ability. This paper, therefore recommends that a periodical training programme on the use of AT be organized by all the stakeholders in inclusive education for both the students with special needs and all the teachers teaching them.

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Status of Using Assistive Technology by Students with Disabilities at Sultan Qaboos University

Cited by 5 publications

References 0 publications

Assistive Technology in the English Language Classroom: Reality and Perspectives

Assistive Technology in the English Language Classroom: Reality and Perspectives

Innovation for All: Unleashing the Power of Assistive Technology in Special Education in Arabic-Speaking Countries

Efficacy of Assistive Technology for Improved Teaching and Learning in Computer Science

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