2014
DOI: 10.5430/wje.v4n6p42
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The Use of Technology to Support the Learning of Children with Down Syndrome in Saudi Arabia

Abstract: The research employed a survey questionnaire to explore the type of technological tools available in schools for children with Down syndrome (DS) in Saudi Arabia, perceptions of teachers toward the benefits of technology-assisted learning for DS students, the skills that children with DS need to use technology, the challenges of using technology for children with DS, and what can be done to improve the use of technology for children with DS. The data from the 20 teachers in two schools were analysed using qual… Show more

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Cited by 16 publications
(12 citation statements)
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“…Thus, AT is one of the most important aids that help students with disabilities succeed in education today (Bruinsma, 2011). Alfaraj and Kuyini (2014) examined the types of technological tools that currently exist in schools for students with Down syndrome (DS) in Saudi Arabia, teachers' perceptions of technology, and solutions to improve the 2 / 17 use of technology with students with DS. Teachers identified some challenges they faced in using technology such as lack of resources, software designed in Arabic, and training for teachers.…”
Section: Introductionmentioning
confidence: 99%
“…Thus, AT is one of the most important aids that help students with disabilities succeed in education today (Bruinsma, 2011). Alfaraj and Kuyini (2014) examined the types of technological tools that currently exist in schools for students with Down syndrome (DS) in Saudi Arabia, teachers' perceptions of technology, and solutions to improve the 2 / 17 use of technology with students with DS. Teachers identified some challenges they faced in using technology such as lack of resources, software designed in Arabic, and training for teachers.…”
Section: Introductionmentioning
confidence: 99%
“…Inclusive education has been widely accepted as a useful policy for promoting education for all students (Ainscow & Sandill, 2010). Although students with DS are increasingly receiving education in regular schools, teachers continue to raise concerns over teaching these students (Alfaraj & Kuyini, 2014; Lalvani, 2013). However, appropriate training can equip teachers with the requisite pedagogical skills to teach students with DS in regular classrooms (Cologon et al, 2011; Faragher & Clarke, 2016; Porter, 2019).…”
Section: Conclusion and Study Implicationsmentioning
confidence: 99%
“…Moreover, students with DS perform poorly academically, which has rekindled discussions on the need to educate them in special schools (Abdelhameed & Porter, 2010). The ineffective participation of students with DS in regular classrooms has largely been attributed to the lack of adequately trained teachers and the unavailability of required teaching and learning materials to support their inclusion in regular classrooms (Alfaraj & Kuyini, 2014). In efforts toward developing an inclusive society, studies have shown that educating teachers about DS and providing pedagogical training and institutional support will enable them to support students with DS (Cologon, 2013; Cologon, Cupples, & Wyver, 2011; Faragher & Clarke, 2016; McFadden, Tangen, Spooner‐Lane, & Mergler, 2017; Porter, 2019).…”
Section: Introductionmentioning
confidence: 99%
“…The increase attributed to a change in legislation at the beginning of 2000, which sought to maintain the rights of and equality between people with disabilities and other people in the society. For example, a Disability Code was passed in 2000, which established equal access to free and proper educational, medical, social, psychological and rehabilitation services through public institutions (Alfaraj & Kuyini, 2014).…”
Section: Literature Review 21 Special Education In Ksamentioning
confidence: 99%