The Level of Using Assistive Technologies in Inclusive Education for Students with Autism Spectrum Disorder from Teachers’ Point of View

Abstract

The current study aimed to identify the level of using assistive technologies in inclusive education for students diagnosed with autism spectrum disorder (ASD). The sample of the study consisted of 193 teachers who responded to the used scale in order to assess the reality of assistive technologies in inclusive education after verifying the validity and reliability of the scale. The study results revealed that the level of using assistive technology was moderate. Furthermore, the results revealed a statistically significant difference in the level of using assistive technologies in inclusive education for students with ASD due to the teachers’ educational qualification in favour of post graduate qualification. Finally, the study findings showed no statistically significant difference between the arithmetic means of the level of using assistive technologies in inclusive education for students with ASD due to gender variable. The study recommended providing special rooms in autism centers to use assistive technology in teaching children with autism spectrum disorder, and providing what teachers need from these technologies to use with the children.