The Reality of Using Electronic Educational Applications in Teaching Students with Intellectual Disability from Their Teachers' Perspectives

Document Type : Original Article

Author

Special Education Department- Faculty of Education- Umm Al Qura University, KSA.

Abstract

            This study aimed to identify the actual use of electronic educational applications by teachers of students with intellectual disabilities at the secondary level in the city of Mecca, as well as their obstacles to the use of electronic educational applications in the pedagogical process. This study relied on a descriptive survey approach due to its suitability for the objectives of this work. A questionnaire was used as a tool for collecting data. The research sample comprised 40 male and female teachers randomly selected to represent the studied community, which includes all male and female teachers of students with intellectual disabilities at the secondary level in the city of Mecca, where there are 71 male and female teachers. The results concluded that electronic educational applications for students with intellectual disabilities were used to a high degree to develop their academic skills, such as writing, reading, and arithmetic. In addition, electronic educational applications were highly employed during to suit students with intellectual disabilities, and to develop social skills and independence for students with intellectual disabilities. The many obstacles that limit the use of electronic educational applications during teaching relate first to the environment and second to the teacher. The results indicated no significant differences among the sample responses in the use of educational applications due to the effect of the variables of gender, academic qualification, or training courses. This study also recommended the important measure of motivating teachers to use educational applications in their teaching and working with students with intellectual disabilities.  

Keywords

References

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