Using Assistive Technology in a Curriculum for Preschool Children with Developmental Disabilities in Jordan

Autor/inn/en	Al-Zboon, Eman; Al-Dababneh, Kholoud Adeeb
Titel	Using Assistive Technology in a Curriculum for Preschool Children with Developmental Disabilities in Jordan
Quelle	In: Education 3-13, 51 (2023) 1, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Dababneh, Kholoud Adeeb)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1951323
Schlagwörter	Assistive Technology; Students with Disabilities; Preschool Children; Developmental Disabilities; Preschool Education; Preschool Teachers; Foreign Countries; Teacher Attitudes; Technology Uses in Education; Technological Literacy; Access to Computers; Teacher Role; Gender Differences; Predictor Variables; Symptoms (Individual Disorders); Educational Environment; Inclusion; Special Schools; Educational Attainment; Institutional Characteristics; Severity (of Disability); Jordan + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Erzieher; Erzieherin; Kindergärtnerin; Ausland; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Lehrerrolle; Geschlechterkonflikt; Prädiktor; Psychiatrische Symptomatik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inklusion; Special school; Sonderschule; Bildungsabschluss; Bildungsgut; Schweregrad
Abstract	This study aimed to investigate teachers' assistive technology (AT) practice in teaching children with developmental disabilities (DD) in early intervention (EI) settings in Jordan. A random sample of 125 early intervention teachers participated in the study by completing the study scale; 20 teachers were later interviewed. The results indicated that the teachers' perceptions about the availability of technology had the lowest mean while their skills in employing AT in teaching had the highest. The result also indicated a positive correlation between the study variables (teachers' belief in the importance of using, teachers' skills, the availability of AT resources), and the teachers' practice. Directions for further research and recommendations for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01