Perceived effectiveness of assistive devices and support services provided to students with visual impairment in mainstream classrooms in the United Arab Emirates

IF 0.9 Q3 EDUCATION, SPECIAL British Journal of Special Education Pub Date : 2023-11-06 DOI:10.1111/1467-8578.12488
Ashraf Mustafa, Maxwell Peprah Opoku, Ahmed Hamdan, Mohammed Safi, Enas Mohamed
{"title":"Perceived effectiveness of assistive devices and support services provided to students with visual impairment in mainstream classrooms in the United Arab Emirates","authors":"Ashraf Mustafa,&nbsp;Maxwell Peprah Opoku,&nbsp;Ahmed Hamdan,&nbsp;Mohammed Safi,&nbsp;Enas Mohamed","doi":"10.1111/1467-8578.12488","DOIUrl":null,"url":null,"abstract":"<p>Students with disabilities such as visual impairment (VI) face challenges in accessing education, mainly owing to their inability to participate in learning activities in the classroom. While experts in special education have discussed the deployment of assistive technology (AT) to support the learning of students with VI, research on its impact is very scarce, especially in non-western countries such as the United Arab Emirates (UAE). To bridge this gap, this study explored special education teachers' perceptions regarding the effectiveness of AT in supporting the learning and mobility of students with VI in schools. A total of 228 special education teachers from three regions in the Emirate of Abu Dhabi, UAE, participated in the study. The participants completed an assistive technology for VI scale, and the data were subjected to mean score computation, multivariate analyses of variance and correlation and hierarchical multiple regression. Participants rated the impact of AT highly with regard to the reading, writing and orientation and mobility skills of students with VI. Interestingly, the orientation/mobility sub-scale showed an association with teacher experience and location. The article discusses the practical implications of the findings as well as directions for future research.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Special Education","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-8578.12488","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

Abstract

Students with disabilities such as visual impairment (VI) face challenges in accessing education, mainly owing to their inability to participate in learning activities in the classroom. While experts in special education have discussed the deployment of assistive technology (AT) to support the learning of students with VI, research on its impact is very scarce, especially in non-western countries such as the United Arab Emirates (UAE). To bridge this gap, this study explored special education teachers' perceptions regarding the effectiveness of AT in supporting the learning and mobility of students with VI in schools. A total of 228 special education teachers from three regions in the Emirate of Abu Dhabi, UAE, participated in the study. The participants completed an assistive technology for VI scale, and the data were subjected to mean score computation, multivariate analyses of variance and correlation and hierarchical multiple regression. Participants rated the impact of AT highly with regard to the reading, writing and orientation and mobility skills of students with VI. Interestingly, the orientation/mobility sub-scale showed an association with teacher experience and location. The article discusses the practical implications of the findings as well as directions for future research.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
在阿拉伯联合酋长国的主流课堂上为视力障碍学生提供的辅助设备和支持服务的成效感知
视力障碍(VI)等残疾学生在接受教育方面面临挑战,主要原因是他们无法参与课堂学习活动。虽然特殊教育专家已经讨论过采用辅助技术(AT)来支持视障学生的学习,但有关其影响的研究却非常少,尤其是在阿拉伯联合酋长国(UAE)等非西方国家。为了弥补这一差距,本研究探讨了特殊教育教师对辅助技术在支持学校视障学生学习和行动能力方面的效果的看法。共有来自阿联酋阿布扎比酋长国三个地区的 228 名特殊教育教师参与了这项研究。参与者填写了视障辅助技术量表,并对数据进行了平均分计算、多元方差分析、相关分析和分层多元回归分析。结果表明,辅助学习技术对视障学生的阅读、写作、定向行走能力的影响很大。有趣的是,定向/移动能力分量表显示出与教师经验和地点的关联。文章讨论了研究结果的实际意义以及未来的研究方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
1.90
自引率
15.40%
发文量
52
期刊介绍: This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
期刊最新文献
Social barriers faced by students with sensory impairment in higher education in Tanzania Issue Information Translational science in the science of reading: A case study Education policy development in England: Effective ‘mainstreaming’ of SEND provision Editorial
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1