Assistive technologies as a curriculum component in Jordan: Future special education teachers’ preparation and the field status

References

• Al Jabery, M., & Zumberg, M. (2008). General and special education system in Jordan: Present and future perspectives. International Journal of Special Education, 23(1): 115–122.
   Google Scholar
• Al-Khawaldeh, M., Al-Zboon, E., & Ahmad, J. (2016). The role of computer technology in supporting children’s learning in Jordanian early years education. Journal of Research in Childhood Education, 31(3), 419–429.
   Google Scholar
• Alsalem, G. H. (2010). A survey of generaleducation majors: assistive technology knowledgeand skills. (Dissertation). New Mexico State University: Proquest LLC.
   Google Scholar
• Al-Zboon, E. (2015). An evaluation of the national interactive curriculum of kindergarten and general framework and general and specific outcomes for kindergarten curriculum of children with hearing impairments from perspectives of their teachers: A qualitative study. Jordanian Journal of Educational Sciences, 11(1), 40–51.
   Google Scholar
• Al-Zboon, E. (2016a). Current state of the curriculum in Jordanian kindergartens for children with hearing impairments. Early Child Development and Care. doi:https://doi.org/10.1080/03004430.2016.1230737
   Web of Science ®Google Scholar
• Al-Zboon, E. (2016b). Kindergarten curriculum for children with hearing impairments: Jordanian teachers’ perspectives. Deafness & Education International, 18(1), 38–46. doi:https://doi.org/10.1080/14643154.2015.1133006
   Web of Science ®Google Scholar
• Al-Zboon, E. (2017). Combating substance misuse: Competences and preparation of special education department students. Substance Abuse Treatment, Prevention, and Policy, 12(1). doi:https://doi.org/10.1186/s13011-016-0086-x
   Google Scholar
• Al-Zboon, E., & Ahmad, A. (2016). Pre-service special education teachers’ professionalism and preparation in terms of child sexual abuse. European Journal of Special Needs Education, 31(1), 13–26. doi:https://doi.org/10.1080/08856257.2015.1087126
   Web of Science ®Google Scholar
• Angelo, D. H. (2000). Impact of augmentative and alternative communication devices on families. Augmentative and Alternative Communication, 16(March), 37–47. doi:https://doi.org/10.1080/07434610012331278894
   Google Scholar
• Assistive Technology Act of 1998. Pub.L. 105–394, 112 Stat. 3627, S. 2432, enacted November 13, 1998.
   Google Scholar
• Callard, F., Rose, D., & Wykes, T. (2012). Close to the bench as well as at the bedside: involving service users in all phases of translational research. Health Expect, 15, 389–400. doi:https://doi.org/10.1111/hex.2012.15.issue-4
   PubMed Web of Science ®Google Scholar
• Cook, A. M., & Polgar, J. M. (2008). Cook & Hussey’s Assistive Technologies: Principles & Practice. (3rd ed.). St. Louis, MO: Mosby
   Google Scholar
• Copley, J., & Ziviani, J. (2004). Barriers to the use of assistive technology for children with multiple disabilities. Occupational Therapy International, 11(4), 229–243.
   PubMedGoogle Scholar
• Cordes, C., & Miller, E. (2000). Fool’s gold: A critical look at computers in childhood. College Park, MD: Alliance for Childhood.
   Google Scholar
• Creswell, J. W. Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Dababneh, K., Al-Zboon, E., & Akour, M. (2016). Competencies that teachers need for teaching children who are deaf and hard-of-hearing (DHH) in Jordan. Deafness & Education International. doi: https://doi.org/10.1080/14643154.2016.1249173.
   Google Scholar
• Denscombe, M. (2007). The good research guide for small-scale social research projects. (3rd ed.). New York, NY: McGraw-Hill.
   Google Scholar
• Heckendorf, S. 2009. Assistive technology for students who are deaf or hard of hearing. Retrieved from http://www.wati.org/content/supports/free/pdf/Ch13-Hearing.pdf
   Google Scholar
• Heller, K. W., Fredrick, L. D., Dykes, M. K., Best, S., & Cohen, E. T.(1999). A national perspective of competencies for teachers of individuals with physical and health disabilities. Exceptional Children, 65(2), 219–234.
   Google Scholar
• Hider, A. (2000, March 16-18). Qualitative study of the child, family and professional factors that influence the use of assistive technology in early intervention. Capitalizing on Leadership in Rural Special Education: Making a Difference for Children and Families. Conference Proceedings p. 7. Alexandria, VA. see RC 022 337.
   Google Scholar
• Holloway, I., & Todres, L. (2006). Grounded theory. In K. Gerrish & A. Lacey (Eds.), The research process in nursing (pp. 192–207). Oxford, UK: Blackwell Publishing.
   Google Scholar
• Hutinger, P., Johanson, J., & Stoneburner, R. (1996). Assistive technology applications in educational programs of children with multiple disabilities: A case study report on the state of the practice. Journal of Special Education Technology, 1(1), 16–35. doi:https://doi.org/10.1177/016264349601300103
   Google Scholar
• Iowa Department of Education. (2013). The expanded core curriculum for students who are deaf or hard of hearing. Chicago, IL: U.S. Department of Education.
   Google Scholar
• Izen, C. L, & Brown, F. (1991). Education and treatment needs of students with profound, multiply handicapping, and medically fragile conditions: a survey of teacher's perceptions. Journal Of The Association for Persons with Severe Handicaps, 16, 94–103.
   Web of Science ®Google Scholar
• Judge, S., & Simms, KA. (2009). Assistive technology training at the pre-service level: A national snapshot of teacher preparation programs. Teacher Education and Special Education 32(1), 33–44.
   Google Scholar
• Kay, R. H. (2006). Evaluating strategies usedto incorporate technology into preserviceeducation: A review of the literature. Journalof Research on Technology in Education, 38(4), 383–408.
   Google Scholar
• Majoko, T. (2017). Zimbabwean early childhood education special needs education teacher preparation for inclusion. International Journal of Special Education, 32(4), 671–696.
   Web of Science ®Google Scholar
• Margolis, L., & Goodman, S. (1999). AT Services for Students: What are These? Special Edition of Tech Express (ERIC Document Reproduction Service No. ED437800). Washington, DC: United Cerebral Palsy Associations.
   Google Scholar
• McGregor, G., & Pachuski, P. (1996). Assistive technology in schools: Are teachers ready, able, and supported? Journal of Special Education Technology, 1(1), 4–15. doi:https://doi.org/10.1177/016264349601300102
   Google Scholar
• Michaels, C. A., & McDermott, J.(2003). Assistive technology integration in special education teacher preparation: Program coordinators’ perceptions of current attainment and importance. Journal of Special Education Technology, 18, 29–41
   Google Scholar
• Ministry of Education. (2014). Ministry of Education’s Projects in Jordan. Unpublished Documents, Amman, Jordan: MOE.
   Google Scholar
• MOE. (2008). The development of education: National report of the Hashemite Kingdom of Jordan “inclusive education: The way of the future”. Presented to the 48th session of the International Conference on Education Geneva. Geneva: Government report. Retrieved from http://www.ibe.unesco.org/National_Reports/ICE_2008/jordan_NR08.pdf
   Google Scholar
• Morgan, D. L. (1997). Qualitative research methods series, Vol. 16. Focus groups as qualitative research (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc
   Google Scholar
• Murray, D., & Rabiner, D. (2014). Teacher use of computer-assisted instruction for young inattentive students: Implications for implementation and teacher preparation. Journal of Education and Training Studies, 2(2). doi:https://doi.org/10.11114/jets.v2i2.283
   Google Scholar
• Nam, B., Sangwoo, R., & Lee, C. (2013). Acceptance of Assistive Technology by Special Education Teachers: A Structural Equation Model Approach. International Journal of Human Computer Interaction. https://doi.org/https://doi.org/10.1080/10447318.2012.711990
   Google Scholar
• Nelson, L., Poole, B., & Muñoza, K. (2013). Preschool teachers’ perception and use of hearing assistive technology in educational settings. Language, Speech, and Hearing Services in Schools, 44, 239–251. doi:https://doi.org/10.1044/0161-1461(2013/12-0038)
   PubMed Web of Science ®Google Scholar
• Office of Technology Assessment, US Congress. (1995). Teachers and technology: Making the connection (OTA-HER-616). Washington, DC: US Government Printing Office.
   Google Scholar
• Ottenbreit-Leftwich, A., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55, 1321–1335. doi:https://doi.org/10.1016/j.compedu.2010.06.00
   Web of Science ®Google Scholar
• Roulstone, A., Sheldon, A., & Harris, J. (2016). Disability and technology: Key papers from disability & society. New York, NY: Routledge.
   Google Scholar
• Stommel, M. & Wills, C.E., 2004, Clinical research: Concepts and principles for advanced practice nurses. Philadelphia, PA: Williams & Wilkins.
   Google Scholar
• Sullivan, M., & Lewis, M. (2000). Assistive technology for the very young: Creating responsive environments. Infants and Young Children, 12(4), 34–52. doi:https://doi.org/10.1097/00001163-200012040-00009
   Web of Science ®Google Scholar
• Teclehaimanot, B., Mentzer, G., & Hickman, T. (2011). A mixed methods comparison of teacher education faculty perceptions of the integration into their courses and student feedback on technology proficiency. Journal of Technology and Teacher Education, 19(1), 5–21.
   Google Scholar
• Theeb, R., Mehedat, M., & Al-Zboon, E. (2014). Professional competencies among practicum students in special education and the level of their practices of these competencies from their perspectives. Education, 134(3), 195–205.
   Google Scholar