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ABSTRACT

This study was conducted in the central region of the Kingdom of Saudi Arabia (KSA) to investigate levels of teachers’ assistive technology (AT) knowledge and skills use in classrooms for students with intellectual disability (ID). A total of 98 special education teachers of students with ID completed an online survey. Results indicate that the teachers’ levels of knowledge and skills related to AT use in classrooms for students with ID were reaching proficiency. Teachers’ levels of AT knowledge and skills statistically significantly differed based on gender, training, level of education, teaching experience, and school location but not on grade level. However, there were statistically significant differences in teachers’ professional development based on gender and teaching experience but not based on training, level of education, grade level, and school location. Furthermore, results indicate that teachers’ perceptions of AT significantly predicted teachers’ knowledge and skills related to AT use in educational environments.

Keywords: special education, intellectual disability, assistive technology, attitudes, special education teachers