The Use of Technology for Children with Hearing, Visual and Intellectual Disabilities in Saudi Arabia: Educators' Perceptions and Experiences

Students with different types of disabilities face challenges that limit their ability to actively participate in educational activities on an equal level with their peers who do not have disabilities. The use of assistive technologies is one of the ways students with disabilities can be helped in the classroom. This study investigated how technology is used to assist students with hearing, visual and intellectual disabilities in selected schools in Saudi Arabia. The objectives of the study were: to investigate how technology is used to help students with disabilities" to determine challenges that schools face in the use assistive technology for students with disabilities" and to evaluate the perceptions of teachers in the sampled schools with regard to the use of technology. The study employed a pragmatic research paradigm that involved combining qualitative and quantitative research methods. The research design was a case study methodology that applied a sequential exploration strategy entailing quantitative followed by qualitative research methods. The study participants were 266 male and female educators from nine schools that cater for students with hearing, visual and intellectual disabilities in three cities in Saudi Arabia. The research participants completed a survey questionnaire and also answered interview questions. The collected data were analysed using SPSS and Leximancer for the quantitative and qualitative data respectively. The main findings of the study are as follows. First, the assistive technologies that are commonly used in the sampled schools include computers, smart boards and iPads. The educators who took part in the study were of the view that assistive technologies help in the delivery of content and communication with students. From the perspective of the study's participants, the challenges that the sampled schools face with regard to technology use include lack of sufficient training for teachers, limited access to assistive devices, and limited finance to support technology programs. These challenges can be addressed by providing adequate training for educators, providing the necessary assistive devices, and providing resources such a finance to support assistive technology programs. The main conclusions of the study are as follows: (1) the schools that were sampled use a variety of assistive technologies" (2) educators' gender and level of training influence the perceptions of educators towards assistive technologies" and (3) educators have positive attitudes towards assistive technology based on their experience with various assistive devices. Recommendations have been made on the need to train educators, provide the necessary assistive technologies, and focus on making teachers see the benefits of these technologies