Attitudes of special education teachers towards using technology in inclusive classrooms

A mixed-methods study

Research output: Contribution to journalArticle

Abstract

The purpose of this mixed-methods study was to explore special education teachers' attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers' attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers' attitudes towards technology.

Original languageEnglish
JournalJournal of Research in Special Educational Needs
DOIs
Publication statusAccepted/In press - Jan 1 2018

Fingerprint

special education
classroom
teacher
teacher attitude
hearing impairment
student
disability
learning disability
Oman
educational technology
analysis of variance
Group
instruction
staff
questionnaire
interview
school

Keywords

  • Attitudes
  • Hard of hearing
  • Inclusive education
  • Intellectual disability
  • Learning disabilities
  • Technology

ASJC Scopus subject areas

  • Education

Cite this

@article{c83003e016004c2baa879f377c98aa27,
title = "Attitudes of special education teachers towards using technology in inclusive classrooms: A mixed-methods study",
abstract = "The purpose of this mixed-methods study was to explore special education teachers' attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers' attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers' attitudes towards technology.",
keywords = "Attitudes, Hard of hearing, Inclusive education, Intellectual disability, Learning disabilities, Technology",
author = "Mohamed, {Ahmed Hassan Hemdan}",
year = "2018",
month = "1",
day = "1",
doi = "10.1111/1471-3802.12411",
language = "English",
journal = "Journal of Research in Special Educational Needs",
issn = "1471-3802",
publisher = "Wiley-Blackwell",

}

TY - JOUR

T1 - Attitudes of special education teachers towards using technology in inclusive classrooms

T2 - A mixed-methods study

AU - Mohamed, Ahmed Hassan Hemdan

PY - 2018/1/1

Y1 - 2018/1/1

N2 - The purpose of this mixed-methods study was to explore special education teachers' attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers' attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers' attitudes towards technology.

AB - The purpose of this mixed-methods study was to explore special education teachers' attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers' attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers' attitudes towards technology.

KW - Attitudes

KW - Hard of hearing

KW - Inclusive education

KW - Intellectual disability

KW - Learning disabilities

KW - Technology

UR - http://www.scopus.com/inward/record.url?scp=85042114067&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85042114067&partnerID=8YFLogxK

U2 - 10.1111/1471-3802.12411

DO - 10.1111/1471-3802.12411

M3 - Article

JO - Journal of Research in Special Educational Needs

JF - Journal of Research in Special Educational Needs

SN - 1471-3802

ER -