English Language Teachers' Perspectives on Technological Applications Used for Students With Disabilities

Abstract

Assistive devices and technology have contributed to expanding the research base related to technology in special education. Researchers in the field of special education consider them a promising way of addressing a major practical problem in this field, which is individualized teaching. Technology-based education seems to be a more constructive method for achieving better, faster, and more effective assessment, training, and treatment than labor-intensive and time-consuming manual work. The study attempts to identify the English language teachers' perspectives on the technology used for teaching students with sensory, physical, and health disabilities, as well as its effect on improving the quality of their learning. A questionnaire was administered to a sample of 489 teachers to collect data. The results revealed that teacher's knowledge of the technology and its potential for improving the quality of their teaching was poor. Furthermore, there were no statistically significant differences in the knowledge level of teachers based on gender, years of experience, and variables in the field of supportive technology. The study helps enrich the theoretical literature on technological applications. The new world of technology holds the promise of enhancing education.