The Reality of Using Assistive Technology in Writing by Students with Learning Disabilities from The Perspective of Learning Disabilities Teachers

Abstract

Abstract:

      The study aimed to identify the level of use of assistive technology in writing by female students with learning disabilities from the perspective of learning disabilities teachers in public schools in Riyadh. To achieve this aim, the survey descriptive approach was relied upon, and a questionnaire was used for data gathering that contributed to achieving the study aim. The study sample was (245) teachers, and the study used the random sample method. Responses were obtained from (201) teachers, representing 82% of the target sample, while representing 30% of the study community. The results revealed that the most of learning disabilities teachers participating in the current study have good knowledge of the use of assistive technology in writing and that the teachers have knowledge of using the spell-check feature on computers or tablets to facilitate dictation. In addition, the study revealed that the most of learning disabilities teachers think that students with learning disabilities can use assistive technology at a moderate level. Also, the study showed that most teachers use digital images on computers or other tablets to a high level in teaching vocabulary to students. Finally, the study showed that the most of learning disabilities teachers have highly positive attitudes towards using assistive technology in writing by students with learning disabilities. The study recommended the importance of providing training workshops for learning disabilities teachers on assistive technology programs and tools in writing.

Key Words: Learning Disabilities, Assistive Technology, Writing.