Determination of Teachers' Views on the Use of Assistive Technology in Special Education Classrooms

Oğuz Özdamar; Serhat Odluyurt

Makale detayları

Determination of Teachers' Views on the Use of Assistive Technology in Special Education Classrooms

Yazarlar:

Oğuz Özdamar | Serhat Odluyurt

Yayıncı:

Kafkas University

Ana Başlıklar:

Instructional Technologies | Special Education and Disability (Other) | Inclusive Education

Dergi:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.146-160

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001342485

pISSN:

2148-8940

Anahtar kelimeler:

Özet:

 The use of assistive technologies in the education of individuals with special needs is rapidly increasing with advancements in technology, creating a greater demand for such tools in special education processes. At this juncture, the implementation of assistive technology, along with the experiences and competencies of teachers working in special education, is of paramount importance.This study aims to determine the opinions of teachers working in special education classes, special education work and practice centers, and special education vocational training centers in primary and secondary schools affiliated with the Ministry of National Education in Ankara and Eskişehir provinces. Four hundred fourteen special education teachers participated in the study. The descriptive survey model, which is appropriate for the study, was used. The data collection tool was the Assistive Technology Use Questionnaire developed by the researcher. The data were statistically analyzed, and frequency and percentage distributions were calculated. In analyzing the research data, the Chi-Square test, one of the non-parametric tests, was used in line with the objectives. The studys findings indicate that teachers opinions on certain subtopics of assistive technology use varied significantly based on factors such as gender, educational status, teaching environment, prior assistive technology education during undergraduate studies, interest in internet and computer technologies, participation in assistive technology training, and personal use of assistive technologies. A majority of teachers reported feeling incompetent in using assistive technologies. The most commonly used and valued devices were smartphones, tablets, smart boards, and laptops. Based on these findings, integrating structured assistive technology training into teacher education programs and providing ongoing professional development opportunities could enhance teachers competence and confidence in utilizing these technologies effectively.Keywords: Assistive technologies, individuals with special needs, teachers opinions.

 The use of assistive technologies in the education of individuals with special needs is rapidly increasing with advancements in technology, creating a greater demand for such tools in special education processes. At this juncture, the implementation of assistive technology, along with the experiences and competencies of teachers working in special education, is of paramount importance.This study aims to determine the opinions of teachers working in special education classes, special education work and practice centers, and special education vocational training centers in primary and secondary schools affiliated with the Ministry of National Education in Ankara and Eskişehir provinces. Four hundred fourteen special education teachers participated in the study. The descriptive survey model, which is appropriate for the study, was used. The data collection tool was the Assistive Technology Use Questionnaire developed by the researcher. The data were statistically analyzed, and frequency and percentage distributions were calculated. In analyzing the research data, the Chi-Square test, one of the non-parametric tests, was used in line with the objectives. The studys findings indicate that teachers opinions on certain subtopics of assistive technology use varied significantly based on factors such as gender, educational status, teaching environment, prior assistive technology education during undergraduate studies, interest in internet and computer technologies, participation in assistive technology training, and personal use of assistive technologies. A majority of teachers reported feeling incompetent in using assistive technologies. The most commonly used and valued devices were smartphones, tablets, smart boards, and laptops. Based on these findings, integrating structured assistive technology training into teacher education programs and providing ongoing professional development opportunities could enhance teachers competence and confidence in utilizing these technologies effectively.Keywords: Assistive technologies, individuals with special needs, teachers opinions.

 The use of assistive technologies in the education of individuals with special needs is rapidly increasing with advancements in technology, creating a greater demand for such tools in special education processes. At this juncture, the implementation of assistive technology, along with the experiences and competencies of teachers working in special education, is of paramount importance.This study aims to determine the opinions of teachers working in special education classes, special education work and practice centers, and special education vocational training centers in primary and secondary schools affiliated with the Ministry of National Education in Ankara and Eskişehir provinces. Four hundred fourteen special education teachers participated in the study. The descriptive survey model, which is appropriate for the study, was used. The data collection tool was the Assistive Technology Use Questionnaire developed by the researcher. The data were statistically analyzed, and frequency and percentage distributions were calculated. In analyzing the research data, the Chi-Square test, one of the non-parametric tests, was used in line with the objectives. The studys findings indicate that teachers opinions on certain subtopics of assistive technology use varied significantly based on factors such as gender, educational status, teaching environment, prior assistive technology education during undergraduate studies, interest in internet and computer technologies, participation in assistive technology training, and personal use of assistive technologies. A majority of teachers reported feeling incompetent in using assistive technologies. The most commonly used and valued devices were smartphones, tablets, smart boards, and laptops. Based on these findings, integrating structured assistive technology training into teacher education programs and providing ongoing professional development opportunities could enhance teachers competence and confidence in utilizing these technologies effectively.Keywords: Assistive technologies, individuals with special needs, teachers opinions.

 The use of assistive technologies in the education of individuals with special needs is rapidly increasing with advancements in technology, creating a greater demand for such tools in special education processes. At this juncture, the implementation of assistive technology, along with the experiences and competencies of teachers working in special education, is of paramount importance.This study aims to determine the opinions of teachers working in special education classes, special education work and practice centers, and special education vocational training centers in primary and secondary schools affiliated with the Ministry of National Education in Ankara and Eskişehir provinces. Four hundred fourteen special education teachers participated in the study. The descriptive survey model, which is appropriate for the study, was used. The data collection tool was the Assistive Technology Use Questionnaire developed by the researcher. The data were statistically analyzed, and frequency and percentage distributions were calculated. In analyzing the research data, the Chi-Square test, one of the non-parametric tests, was used in line with the objectives. The studys findings indicate that teachers opinions on certain subtopics of assistive technology use varied significantly based on factors such as gender, educational status, teaching environment, prior assistive technology education during undergraduate studies, interest in internet and computer technologies, participation in assistive technology training, and personal use of assistive technologies. A majority of teachers reported feeling incompetent in using assistive technologies. The most commonly used and valued devices were smartphones, tablets, smart boards, and laptops. Based on these findings, integrating structured assistive technology training into teacher education programs and providing ongoing professional development opportunities could enhance teachers competence and confidence in utilizing these technologies effectively.Keywords: Assistive technologies, individuals with special needs, teachers opinions.

Makale detayları

Determination of Teachers' Views on the Use of Assistive Technology in Special Education Classrooms

Yazarlar: Oğuz Özdamar | Serhat Odluyurt

Yayıncı: Kafkas University

Ana Başlıklar: Instructional Technologies | Special Education and Disability (Other) | Inclusive Education

Dergi: e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.146-160

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001342485

pISSN: 2148-8940

Assistive technologies

individuals with special needs

teachers

Sayı

Yazarlar:

Oğuz Özdamar | Serhat Odluyurt

Yayıncı:

Kafkas University

Ana Başlıklar:

Instructional Technologies | Special Education and Disability (Other) | Inclusive Education

Dergi:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.146-160

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001342485

pISSN:

2148-8940