The Reality of Educational Technology Use by Inclusion Teachers with Students with Special Needs Integrated into Public Schools

Abstract

The study aimed to identify the reality of inclusive teachers’ use of educational technologies with students with special needs integrated into public schools. The study adopted the descriptive method. A scale developed by Al-Kuraity (2006) was administered to inclusive teachers in some schools. The study sample consisted of 60 inclusive teachers in basic education at government inclusive schools in the center of Duhok Governorate. The results of the study confirmed that there is a lack of use of assistive educational technologies in general with students with special needs. The results also showed that there were no differences between teachers with different academic qualifications (diploma and bachelor’s degree) in their use of educational technologies. Furthermore, the results indicated that there were no differences in the use of educational technologies according to the teachers’ years of service. Educational technologies are effective tools for fostering a successful learning environment; they integrate theoretical and practical aspects, offering learners opportunities to acquire advanced thinking skills and linking curricula to the local environment and societal needs. Furthermore, they accommodate individual differences among learners, as well as their specific interests and educational activities. These technologies also constitute a vital component of the educational system for students with disabilities, helping them grasp educational concepts and perform training tasks with minimal effort.

Some view technology as fundamental to any educational system; consequently, relying on it has become essential to ensuring the success of such systems.