scholarly journals Saudi Pre-Service Special Education Teachers’ Knowledge and Perceptions Toward Using Computer Technology

2021 ◽  
Vol 14 (3) ◽  
pp. 125
Author(s):  
Manal M. Alanazy ◽  
Reem F. Alrusaiyes
Keyword(s):  
Special Education ◽  
Computer Technology ◽  
Special Education Teachers ◽  
College Of Education ◽  
Female Teachers ◽  
Technology In Teaching ◽  
Technology Applications ◽  
Training Courses ◽  
Assessment Survey ◽  
Needs Assessment Survey

The authors investigated pre-service special education teachers’ prior experience in using computers and their perception of the knowledge, and their preparedness toward integrating computer technology in teaching, barriers in integrating computer technology in their teaching practices and the level of confidence teachers gained from using technology applications in teaching. Fifty-eight pre-service special education female teachers from a college of education in Saudi Arabia responded to a needs assessment survey. Most participants had more than eight years of experience in using computers. They reported that they are able to integrate computer technologies in their teaching but acknowledged the need for more training courses. The barriers mentioned were a lack of equipment, lack of practice, and lack of maintenance. The findings of this research reveal that there is a need to intensify or enhance the technology courses in programs that prepare special education teachers and focus on the practical aspects of integrating technology in teaching.

Reading and Writing: Integrating Software into the Curriculum

1993 ◽  
Vol 12 (4) ◽  
pp. 44-51 ◽  
Author(s):  
Libby G. Cohen ◽  
Loraine J. Spenciner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Computer Technology ◽  
Special Education Teachers ◽  
Assistive Devices ◽  
Students With Special Needs ◽  
Resource Room ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Writing Curricula

This study investigated how rural special education teachers and students use computer technology when working on reading, spelling, and writing activities. The results indicate that computers are not very well integrated in reading, spelling, or writing curricula. When students do use computers, they use them by themselves in the resource room or in the special classroom for reinforcement activities. Assistive devices, which could make computers accessible, are, for the most part, unavailable. Despite the evidence of the benefits of the use of microcomputers and software by students with special needs, this technology remains largely untapped.

scholarly journals THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS

2015 ◽  
Vol 3 (10) ◽  
pp. 30-37
Author(s):  
Hamid Hassan Ahmed Elhassan ◽  
EldoodYousifEldood Ahmed ◽  
Abdul-alaziz Alasmari
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Special Needs ◽  
Special Education Teachers ◽  
Class Size ◽  
Children With Disabilities ◽  
Study Group ◽  
Inclusive Settings ◽  
Training Courses ◽  
Students With Autism

All special needs teachers want their children to be accepted by their peers have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. So that we conducted this study to know the influences of some variables on attitudes of special education teachers towards educating students with autism in regular settings. The researchers used descriptive statistic methods. Questioner technique is used as method of data collection. Study group included 150 special education teachers from Abu Areech Learning administration, 70 teachers were selected randomly as sample. The data was analyzed by using SPSS program. The results are as following: There are no significant differences in attitudes of special education teachers towards inclusive settings according to interaction with disabled, there are no significant differences in attitudes of special education teachers towards inclusive settings according to the class size. There are significant differences in attitudes of special education teachers towards inclusive settings according to the training courses and there are significant in attitudes of special education teachers towards inclusive settings according to the qualification.

Training special education teachers in rural areas: A viable model

1988 ◽  
Vol 9 (1) ◽  
pp. 2-5 ◽  
Author(s):  
Dean K. Mcintosh ◽  
Gail I. Raymond
Keyword(s):  
Special Education ◽  
South Carolina ◽  
Special Education Teachers ◽  
Rural Areas ◽  
College Of Education ◽  
Regular Classroom ◽  
Learning Needs ◽  
University Of South Carolina ◽  
Exceptional Children ◽  
Degree Level

In 1983, the Program for Exceptional Children, College of Education, University of South Carolina, received funds from the Office of Special Education and Rehabilitation Services to design, develop, and implement a service delivery model that would meet the unique learning needs of mildly handicapped children in sparsely populated areas of South Carolina. The model emphasizes the training of regular elementary teachers at the master's degree level to function as teacher-consultants to other regular classroom teachers to maintain these children in the regular classroom.

scholarly journals الرضا الوظيفي لدى لمعلمي مرحلة الابتدائية خريجي كلية التربية جامعة حائل وعلاقته ببعض المتغيرات ( الجنس ,المؤهل العلمي, سنوات الخبرة)

2021 ◽  
Vol 17 (2) ◽  
pp. 86-112
Author(s):  
وصال البشير إبراهيم البشير
Keyword(s):  
Job Satisfaction ◽  
General Characteristic ◽  
College Of Education ◽  
Teaching Profession ◽  
Primary Stage ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Positive Attitudes ◽  
Training Courses ◽  
Faculty Of Education

This study aimed to identify the degree of job satisfaction among teachers of primary stage who are graduates of the Faculty of Education, University of Hail. Education University of Hail? Based on the previous question, the study tests the following hypotheses: The general characteristic of job satisfaction among primary school teachers graduates of the Faculty of Education, University of Hail. - There are statistically significant differences in job satisfaction among teachers of elementary stage graduates of the Faculty of Education, University of Hail according to gender variable (male / female) - There is a significant correlation between the level of job satisfaction among the teachers of the primary stage graduates of the Faculty of Education, University of Hail according to the variable of scientific qualification. The researcher reached the following results: - The primary stage teachers are graduates of the College of Education, University of Hail, with average job satisfaction. - There are no statistically significant differences between male and female teachers in job satisfaction.  Achieving the principle of fairness in rewards between workers in the field of education Providing - and preparing programs to develop the positive attitudes of teachers towards the teaching profession, lead to teachers consider the teaching profession a message and not a profession to achieve the requirements of life only. - Developing and diversifying training courses for teachers aimed at providing them with skills that enable them to overcome the difficulties of working in a profession.

scholarly journals Spiritual Intelligence and Relationship with Psychological Resilience in a Sample of Female Teachers in The Integration Schools in Jeddah: الذكاء الروحي لدى عينة من المعلمات في مدارس الدمج بجدة وعلاقته بالصمود النفسي

2021 ◽  
Vol 5 (25) ◽  
pp. 191-170
Author(s):  
Aaliah Hamed Mouhammed Alghamdi, Arwa Abdulrahman Alkalaf Aaliah Hamed Mouhammed Alghamdi, Arwa Abdulrahman Alkalaf
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
School Environment ◽  
Spiritual Intelligence ◽  
Psychological Resilience ◽  
Intelligence Scale ◽  
Female Teachers ◽  
Resilience Scale ◽  
Package Program ◽  
High Level

The study has aimed to identify the relationship between Spiritual Intelligence and Psychological Resilience and the correlation relation between them for a sample of special education teachers by following the relational descriptive approach. The sample consisted of (134) female teachers who were selected randomly from the Integration Schools in Jeddah, the study adopted the statistical package program in social sciences (SPSS) to analyze the data. The spiritual intelligence scale was developed and prepared using the scales of Al-Shawi (2012), Ibrahim (2017) and the psychological resilience scale for Al-Tallaa (2016), the results yielded: the study sample has high level of spiritual intelligence and Psychological Resilience. There is a positive correlation and statistical function between the degrees of the study sample individuals on the spiritual intelligence scale and their degrees on the psychological resilience scale. The dimensions of spiritual intelligence (sense –excellence –merit) contribute to predicting psychological resilience for special education teachers. The most important recommendations were represented in the possibility of the teacher's contribution in implementing training programs to develop spiritual intelligence and psychological resilience. Increasing attention to psychological factors can help families with disabilities to cope with stress in life and creates a supportive group culture in the school environment to spread spiritual practices with educational staff.

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