مستوى تطبيق الكفايات التكنولوجية المساندة لدى معلمي الطلاب ذوي الإعاقة العقلية في ضوء بعض المتغيرات

Abstract EN

This study aimed at determine the supportive technological competencies level among teachers of students with mental disabilities, in the light of some demographic variables, (gender, level of experience, academic qualification, training how to use the support technology).

This study adopted descriptive analytical approach.

A questionnaire was prepared as a study tool that consisted of two parts, the first part included preliminary data on the study sample, the second part included (39) items represented four main dimensions: (field of use, design field, production field, evaluation field), the sample of the study, which consisted of (121) teachers.

The results indicated that the practice degree of the technological competencies by the teachers of students with intellectual disabilities ranged between high and medium.

Years of experience, educational level and training in the disabilities field do not affect technology competency practice degree of students with intellectual disabilities.

The researcher recommends encouraging the teachers of students with intellectual disabilities to activate these technological competencies in the learning environment of students with intellectual disabilities because of their positive impact on skills, competencies and motivation.

Also, the research recommends the establishment of follow-up committees in the Ministry of Education to monitor and follow up the practice of the teachers’ technological competencies in the special education field.