Using assistive technology in a curriculum for preschool children with developmental disabilities in Jordan

ABSTRACT

This study aimed to investigate teachers’ assistive technology (AT) practice in teaching children with developmental disabilities (DD) in early intervention (EI) settings in Jordan. A random sample of 125 early intervention teachers participated in the study by completing the study scale; 20 teachers were later interviewed. The results indicated that the teachers’ perceptions about the availability of technology had the lowest mean while their skills in employing AT in teaching had the highest. The result also indicated a positive correlation between the study variables (teachers’ belief in the importance of using, teachers’ skills, the availability of AT resources), and the teachers’ practice. Directions for further research and recommendations for policy and practice are discussed.

KEYWORDS:

• Teachers’ practice
• assistive technology
• curriculum
• developmental disabilities
• early interventions

Disclosure statement

No potential conflict of interest was reported by the author(s).