scholarly journals Special Education Teachers’ Knowledge of Using Assistive Technology with Students with Autism Spectrum Disorder

2020 ◽  
Vol 2 (7) ◽  
pp. 54-63
Author(s):  
Abdullah Alanazi
Keyword(s):  
Autism Spectrum Disorder ◽  
Assistive Technology ◽  
Special Education Teachers ◽  
Teaching Experience ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Years Of Teaching Experience ◽  
Students With Autism ◽  
Trained Teachers ◽  
Level Of Instruction

The aim of this study was to explore teachers' knowledge of using assistive technology (AT) with students with Autism Spectrum disorder (ASD) based on their gender, years of teaching experience, level of education, grade level of instruction, and training. A sample of 312 teachers were collected in this study. Multiple Linear Regression was conducted for data analysis. Results indicated that trained teachers showed more knowledge of the using of AT in classrooms for students with ASD. Teachers who have more years of teaching experience reported more knowledge of using AT in classrooms for students with ASD. The results support a greater need for further studies using AT for students with ASD from stakeholders and decision makers perspectives in Saudi Arabia.

Educational Support at School for Students with Autism Spectrum Disorder, Intellectual, and Developmental Disabilities

2017 ◽  
pp. 66-84
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Developmental Disabilities ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intellectual And Developmental Disabilities ◽  
Educational Support ◽  
Four Dimensions ◽  
Students With Autism

This study (N = 1,072) is presented with the objectives of (a) exploring dimensions of educational implementation that can be used to support students with autism spectrum disorder, intellectual and developmental disabilities; (b) investigating Special Education Teachers' (SETs) support priorities and their effectiveness; and (c) identifying the relationship between teachers' priorities and students' achievements. The investigation was conducted at 5 private and 33 public special education schools in 2013 and 2014. Factor analysis, correlation, and regression were used for the data analysis. The findings revealed four dimensions of the curriculum for the students using SETs' priorities—Daily Living/Coping Skills, Community/Home Skills, Emotional/Behavioral Difficulties, and Self-Care Skills. The teachers' priorities were in alignment with the emphases placed in their school educational programs. The teachers' top priorities were not aligned with those of the students. Finally, it was revealed that when the teachers held higher priorities, students' learning outcome improved.

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