درجة توظيف معلمي غرف المصادر للتكنولوجيا المساندة في تدريس الطلبة ذوي صعوبات التعلم و علاقتها بمستوى المشكلات الأكاديمية لديهم في ضوء متغيري الجنس و الخبرة

الملخص EN

This study aimed to know the degree of employing resource room teachers for support technology in teaching students with learning difficulties and its relationship to the level of academic problems they have in light of some variables.

The study sample consisted of (100) male and female teachers, the sample was chosen by simple random method.

In order to achieve the objectives of the study, the researcher prepared the study tools represented in the scale of the degree of employing teachers for support technology, as its paragraphs consisted of (24) paragraphs, and the scale of estimating academic problems where its paragraphs consisted of (70) paragraphs and after extracting the indications of honesty and consistency as a tool to judge the two scales in appropriate ways, the researcher prepared and applied them in this study.

The results of the first question showed that the degree of employing resource room teachers for support technology to reduce academic problems for students with learning difficulties was generally average based on its total arithmetic mean of (2.96), and the results of the second question showed a statistically significant difference at the significance level of (0.05) in favor of females on males.

This means that females are more likely to employ the assistive technology in teaching students with learning difficulties from the point of view of the teachers of the resource rooms for the basic stage in Amman Schools than males, and there are no statistically significant differences according to the variable years of experience.

The result for the third question showed that the level of academic problems among students with learning difficulties (reading, writing, arithmetic) was generally average depending on its overall arithmetic mean that reached (3.61).

The results for the fourth question showed that the teachers' use of assistive technology even though their degree of use was moderate however, this use showed a positive effect in reducing academic problems for students, where there is an inverse correlation relationship, whereby the use of technology worked to reduce academic problems for them.

The study recommended the necessity of preparing teachers and submitting them to specialized training courses on how to use assistive technology in education.