Obstacles to Using Assistive Technology for Students with Visual Impairments in Jordan

نجود  العنانبه; إسراء  عشا

doi:10.35516/edu.v50i1.4507

المؤلفون

نجود العنانبه مدارس الملك عبد الله الثاني للتميز ، عجلون، الأردن https://orcid.org/0000-0003-1375-607X
إسراء عشا باحث مستقل https://orcid.org/0000-0003-2539-8185

DOI:

https://doi.org/10.35516/edu.v50i1.4507

الكلمات المفتاحية:

الطلبة ذوي الإعاقة البصرية، التكنولوجيا المساعدة، معوقات استخدام التكنولوجيا المساعدة

الملخص

الأهداف: هدفت هذه الدراسة التعرف إلى أهم معوقات استخدام التكنولوجيا المساعدة للطلبة ذوي الإعاقة البصرية من وجهة نظرهم في الأردن.

المنهجية: تم اختيار العينة بشكل عشوائي من الطلبة ذوي الإعاقة البصرية في مدرسة عبد الله بن أم مكتوم في الأردن ، وبلغ عددهم (50) طالبا وطالبة، تم اعتماد المنهج الكمي حيث تم استخدام استبيان مكون من 21 فقرة كأداة رئيسة للدراسة، وتم التحقق من الصدق والثبات للأداة.. تم توزيع الاستبيان على عينة الدراسة. تم استخدام الحزمة الإحصائية لنظام العلوم الاجتماعية لجمع وتقييم البيانات (سبس ، نسخة.20).

النتائج: أظهرت النتائج أن مستوى المعيقات كان متوسطا، وأن أهم المعوقات التي تواجه الطلبة تتعلق بقصور الوقت عند استخدام الأجهزة المساعدة في الفصل الدراسي، كما أن هنالك عوامل أخرى تلعب دورًا مهمًا بما في ذلك ضعف معرفة الوالدين بتكنولوجيا المعلومات والاتصالات، وكذلك الوضع الاقتصادي للأسرة لشراء مثل هذه الأجهزة.

خلاصة الدراسة: أوصت الدراسة بضرورة التواصل والتنسيق بين وزارة التربية والتعليم فيما يتعلق بالبرامج التدريبية المقدمة للأسر، والطلبة، والمعلمين.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Abner, G., & Lahm, E. (2002). Implementation of assistive technology with students who are visually impaired: Teachers’ readiness. Journal of Visual Impairment and Blindness, 96, 98–105.

Abu Hawwash, R. (2008). Supportive technology used with students with special needs and the obstacles to its use in Jordan. Ph.D. Thesis, The University of Jordan.

Adzei-Stonnes, A. (2019). Exploring the Perceptions and Experiences of Special Education Teachers of Visually Impaired Students in Using Assistive Technology in Teaching: An Interpretive Phenomenological Study. Precious N. Keiser University, ProQuest Dissertations Publishing.

Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technology, 21(2), 47–64.

Al-Rousan, F. (2013). Issues and problems in special education. Dar Al-Fikr Department of Statistics. http://dosweb.dos.gov.jo/.

AL-Hadidi. M. (2015). Introduction to visual impairment. (7th ed.). Amman Daralfker.

Al-Zboon, E. (2017). Combating substance misuse: Competences and preparation of special education department students. Substance Abuse Treatment, Prevention, and Policy, 12(1). https://doi.org/10.1186/s13011-016-0086-x.

Al-Zboon, E. (2019). Assistive technologies as a curriculum component in Jordan: Future special education teachers’ preparation and the field status. Assistive Technology Journal. https://doi.org/10.1080/10400435.2019.1677804.

Al-Zboon, E. (2020). Perceptions of Assistive Technology by Teachers of Students with Visual Impairments in Jordan. Journal of Visual Impairment & Blindness, Vol. 114(6) 488-501.

Bausch, M., Ault, M., Evmenova, A., & Behrmann, M. (2008). Going beyond AT devices: Are AT services being considered?. Journal of Special Education Technology, 23(2), 1-16.‏

DePountis, V., Pogrund, R. L., Griffin-Shirley, N., & Lan, W. Y. (2015). Technologies used in the study of advanced mathematics by students who are visually impaired in classrooms: Teachers' perspectives. Journal of Visual Impairment & Blindness (Online), 109(4), 265.

Fuglerud, K. (2011, July). The barriers to and benefits of use of ICT for people with visual impairment. In International Conference on Universal Access in Human-Computer Interaction (pp. 452-462). Springer, Berlin, Heidelberg

Hume, D. (2011). Assistive technology use by Kentucky students with visual impairments. University of Louisville. https://ezlibrary.ju.edu.jo:2234/dissertations-theses/assistive-technology-use-kentucky-students-with/docview/896957633/se-2?accountid=27719

Inico, J., & Prabakaran, T. (2008). An empirical study on the experiences of the visually impaired students of Loyola College with ICT support on using. International Journal of Advanced Research in Computer Science, 9(1), 579-581.

Jacobsen, D. L. (2012). Assistive technology for students with disabilities: Resources and challenges encountered by teachers.

Kelly, S. M. (2009). Use of assistive technology by students with visual impairments: Findings from a national survey. Journal of Visual Impairment & Blindness, 103(8), 470-480.‏

Khatib, L. (2010). The degree of technology used by visually impaired students in the fields of reading and writing in the Eastern Province of the Kingdom of Saudi Arabia. Aswan University, (24), 80-107.

Lewis, S., & Edwards, B. J. (1998). The use of technology in programs for students with visual impairments in Florida. Journal of Visual Impairment & Blindness, 92, 302-312.

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(3), 29-41

Ministry of Education (MOE). (2013). Education Reform for Knowledge Economy Second Phase (ERfKE II). Annual Narrative Report; MOE, Development Coordination Unit.

Okolo, C. M., & D. J. (2014). Twenty-five years later: how is technology used in the education of students with disabilities? results of a statewide study. Journal of Special Education Technology, 29(1), 1-17.

Pradhan, S., & Samanta, M. (2018). Use of Assistive Technology in blind schools of West Bengal: A comparative study. Licoln: Library Philosophy and Practice.

Reiser, R., & Dempsey, J. (2012). Trends and issues in instructional design and technology . (3rd ed.). Boston, MA: Pearson.

Scadden, L. (2000). Technology and society. In B. Silverstone, M. A. Lang, B. P. Rosenthal, & E. E. Faye (Eds.), The Lighthouse handbook on vision impairment and vision rehabilitation, Volume2: Vision rehabilitation (pp. 907-919). New York: Oxford University Press

Scherer, M. & Craddock, G. (2002). Matching persons and technology (MPT) assessment process. Technology and Disability, 14(3), 125-131.

Segers, K. (2014). Assistive technology for students with visual impairments: In-service teacher training and its relationship to student access and usage across academic subject areas. Capella University, ProQuest Dissertations Publishing.

Smith, A., Gemschat, D., & Huebner, K. (2004). Policy to Practice: Teachers' and administrators' views on curricular access by students with low vision. Journal of Visual Impairment & Blindness, 95(10), 612-628.

Tebo, L. R., & Ed, M. (n. d.). A Resource Guide to Assistive Technology for Students with Visual Impairment? Capstone project, Bowling Green State University.

United Nations. (2017). Voluntary national review; Jordan. United Nations Department of Economic and Social Affairs: https://sustainabledevelopment.un.org/memberstates/jordan.

Wong, M & Tan, S. (2012). Teaching the benefits of smart phone technology to blind consumers: Exploring the potential of the iPhone. Journal of Visual Impairment and Blindness.

Wong, M., & Cohen, L. (2011). School, family and other influences on assistive technology use: Access and challenges for students with visual impairment in Singapore. British Journal of Visual Impairment, 29(2), 130-144.

World Health Organization. (2016). Global Cooperation on Assistive Technology (GATE).

World Health Organization. (2011). World report on disability. Geneva Switzerland: Who.