The effectiveness of the use of supportive education technology in the blended education for people with special needs in schools from the teachers’ point of view
Abstract
This study aims to identify the point of view of female teachers in the United Arab Emirates schools (Al-Rifaa Secondary School for Girls) about the effectiveness of using supportive education technology in the integrated education for people with special needs in schools. The sample of the study consisted of (70) teachers and the questionnaire was answered by the sample of the study. The researcher used the analytical descriptive approach to suit the objectives of the study, where she built a scientific questionnaire to measure the purpose of the study. It contains three axes, where the first axis contains (10) paragraphs and aims to know the role of teachers in activating the process of educational integration. The second axis contains (10) paragraphs aimed at understanding the importance of the availability of the requirements of using educational technology in supporting educational integration in schools. The third axis aims at identifying the obstacles to the use of supportive educational technology in educational integration in schools from the point of view of the study sample. In this section, the researcher used a five-dimensional Likert scale consisting of five options (strongly supportive - OK - somewhat agreeable - disagree - strongly opposed). The reliability and stability of the instrument has been verified. The study found that the role of teachers in activating the educational integration process was high, and that the availability of the requirements of the use of supporting education technology in the educational integration in schools is on average, and that the obstacles to the use of educational technology supporting the educational integration in schools are the lack of financial specialists. Poor qualification and training of teachers on the use of computers. Lack of computers in schools and integration programs.
Lack of specialized electronic programs for each case and for each disability, and the lack of educational programs related to the curriculum. Also, the lack of time to obtain training and training students to use technology, lack of time to prepare and develop new educational strategies that integrate technology into the curriculum. Lack of reliable tools in some schools. Lack of student autonomy. Finally the teacher's comfort level and lack of accessibility.
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