Determination of Teachers' Views on the Use of Assistive Technology in Special Education Classrooms

Year 2025, Volume: 12 Issue: 1, 146 - 160

Oğuz Özdamar , Serhat Odluyurt

https://doi.org/10.30900/kafkasegt.1585399

Abstract

The use of assistive technologies in the education of individuals with special needs is rapidly increasing with advancements in technology, creating a greater demand for such tools in special education processes. At this juncture, the implementation of assistive technology, along with the experiences and competencies of teachers working in special education, is of paramount importance.This study aims to determine the opinions of teachers working in special education classes, special education work and practice centers, and special education vocational training centers in primary and secondary schools affiliated with the Ministry of National Education in Ankara and Eskişehir provinces. Four hundred fourteen special education teachers participated in the study. The descriptive survey model, which is appropriate for the study, was used. The data collection tool was the Assistive Technology Use Questionnaire developed by the researcher. The data were statistically analyzed, and frequency and percentage distributions were calculated. In analyzing the research data, the Chi-Square test, one of the non-parametric tests, was used in line with the objectives. The study's findings indicate that teachers' opinions on certain subtopics of assistive technology use varied significantly based on factors such as gender, educational status, teaching environment, prior assistive technology education during undergraduate studies, interest in internet and computer technologies, participation in assistive technology training, and personal use of assistive technologies. A majority of teachers reported feeling incompetent in using assistive technologies. The most commonly used and valued devices were smartphones, tablets, smart boards, and laptops. Based on these findings, integrating structured assistive technology training into teacher education programs and providing ongoing professional development opportunities could enhance teachers' competence and confidence in utilizing these technologies effectively.Keywords: Assistive technologies, individuals with special needs, teachers' opinions.

Keywords

Assistive technologies, individuals with special needs, teachers

Ethical Statement

Ethical approval was obtained from Anadolu University Scientific Research and Publication Ethics Committee in 2016.

References

• Acungil, A. T. (2014). Zihin yetersizliği olan öğrencilere görsel-işitsel teknolojilerle sunulan tablet bilgisayar öğretim programının etkililiği. [Yayımlanmış Yüksek Lisans Tezi]. Eskişehir: Anadolu Üniversitesi.
• Akkoyunlu, B. (2002). Öğretmenlerin internet kullanımı ve bu konudaki öğretmen görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22(22), 1-8.
• Alammary, J., Al-Haıkı, F., & Al-Muqahwi, K. (2017). The impact of assistive technology on Down syndrome students in the Kingdom of Bahrain. The Turkish Online Journal of Educational Technology, 16, 103–119.
• Alhossein, A., & Aldawood, H. A. (2017). Challenges faced by teachers of students with ADHD in integrating assistive technology and teachers' attitudes about it. Journal of Educational Sciences, 3, 355–377.
• Alkahtani, K. D. (2013). Teachers’ knowledge and use of assistive technology for students with special educational needs. Journal of Studies in Education, 3(2), 65-86. https://doi.org/10.5296/jse.v3i2.3424
• Alobiedat, A. (2005). Comparing preservice technology standards with technology skills of exceptional educators in Southwestern Michigan. International Journal of Instructional Media, 32(4), 385-395.
• Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of literature. Journal of Special Education Technology, 21, 47- 56. https://doi.org/10.1177/016264340602100204
• Ari, I. A., & Fethi, A. I. (2010). Assistive technologies for students with disabilities: A survey of access and use in Turkish universities. TOJET: The Turkish Online Journal of Educational Technology, 9(2), 40-45.
• Ashton, T., Lee, Y., & Vega, L. A. (2005). Assistive technology: Perceived knowledge, attitudes, and challenges of AT use in special education. Journal of Special Education Technology, 20, 60–63. https://doi.org/10.1177/016264340502000208
• Aslan, C. E. M. (2018). Özel eğitim öğretmenlerinin yardımcı teknolojilere yönelik tutumları. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 102-120. https://doi.org/10.17943/etku.319972
• Bahceci, B. (2019). Özel Eğitim Alanında Çalışan Öğretmenlerin Yardımcı Teknolojilere Yönelik Tutumlarının ve Bireysel Yenilikçilik Düzeylerinin İncelenmesi. [Yüksek Lisans Tezi]. Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
• Blackhurst, A. E. (2005). Historical perspectives about technology applications for people with disabilities. In D. Edyburn, K. Higgins and R. Boone (Eds.), Handbook of special education technology research and practice (pp. 3–31).
• Bryant, B. R., Seok, S., Ok, M., & Bryant, D. P. (2012). Individuals with intellectual and/or developmental disabilities use assistive technology devices in support provision. Journal of Special Education Technology, 27, 41–57. https://doi.org/10.1177/016264341202700205
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2013). Bilimsel araştırma yöntemleri. Pegem Yayıncılık.
• Chmiliar, L. (2007). Perspectives on assistive technology: What teachers, health professionals, and speech and language pathologists say. Developmental Disabilities Bulletin, 35, 1–17.
• Coleman, M. B., Cramer, E. S., Park, Y., & Bell, S. M. (2015). Art educators use adaptations, assistive technology, and special education support for students with physical, visual, and severe disabilities. Journal of Developmental and Physical Disabilities, 27(5), 637–660. https://doi.org/10.1007/s10882-015-9440-6
• Council for Exceptional Children (CEC). (2012). Advanced preparation standards with elaborations. https://www.cec.sped.org/media/Files/Standards/Professionals%20Preparation% 20Standards/Advanced%20Preparation%20Standards%20with%20Elaborations. pdf (Erişim Tarihi: 25.07.2016)
• Çağıltay, K., Çakıroğlu, J., Çağıltay, N. & Çakıroğlu, E. (2001). Öğretimde bilgisayar kullanımına ilişkin öğretmen görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21(21), 19-28.
• Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (Vol. 2). Pegem Akademi.
• Dell, A. G., Newton, D., & Petroff, J. G. (2012). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. (2nd ed.). Pearson Higher Ed.
• Denis, L., & Demirkıran, A. V. (2006). Özel eğitim meslek elemanlarının bilgisayar tutumları ve bilgisayar destekli özel eğitime yönelik görüșleri ve yeterlilik seviyeleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 24(24), 59-74.
• Dexter, S., & Riedel, E. (2003). Improving preservice teacher educational technology preparation must go beyond the college's walls. Journal of Teacher Education, 54(4), 334-346. https://doi.org/10.1177/0022487103255319
• Edyburn, D. L. (2001). 2000 in review: A synthesis of the special education technology literature. Journal of Special Education Technology, 16, 5–25. https://doi.org/10.1177/016264340101600201
• Edyburn, D. L. (2005). Assistive technology and students with mild disabilities: From consideration to outcome measurement. D.L. Edyburn, K. Higgins and R. Boone (Eds.). Handbook of Special Education Technology Research and Practice (s. 239-270). Whitefish Bay, WI: Knowledge by Design.
• Fichten, C. S., Asuncion, J. V., Barile, M., Fossey, M. E., & Robillard, C. (2001). Computer technologies for postsecondary students with disabilities: Comparison of student and service provider perspectives. Journal of Postsecondary Education and Disability, 15(1), 28-58.
• Fichten, C. S., Asuncion, J., & Scapin, R. (2014). Digital technology, learning, and postsecondary students with disabilities: Where we have been and are going. Journal of Postsecondary Education and Disability, 27(4), 369-379.
• Green, J. L. (2011). The ultimate guide to assistive technology in special education: Resources for education, intervention, and rehabilitation. Prufrock Press
• Hersh, M. A. & Johnson, M. A. (2008). On modeling assistive technology systems. Part I: Modelling framework. Technology and Disability, 20(3), 193–215. https://doi.org/10.3233/TAD-2008-20303
• Kahraman, Ö., Köse, S., & Kara, İ. (2005). İlköğretim okullarında görev yapan branş öğretmenlerin bilgisayar okuryazarlığı, bilgisayara karşı ve bilgisayar destekli öğretime karşı tutum araştırması. XIV. Ulusal Eğitim Bilimleri Kongresi Kongre Kitabı (828-832.), Denizli: Pamukkale Üniversitesi Eğitim Fakültesi.
• 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. https://doi.org/10.1177/0145482X0910300805
• Kışla, T. (2008). Özel eğitim öğretmenlerinin bilgisayar tutumlarının incelenmesi. Ege Eğitim Dergisi, 9, 128-154.
• Kutlu, M., Schreglmann, S., & Cinisli, N. A. (2018). Özel eğitim alanında çalışan öğretmenlerin özel eğitimde yardımcı teknolojilerin kullanımına ilişkin görüşleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 1540-1569. https://doi.org/10.23891/efdyyu.2018.115
• Lancioni, G. E., Sigafoos, J., O'Reilly, M. F., & Singh, N. N. (2013). Assistive technology: Interventions for individuals with severe/profound and multiple disabilities. Springer.
• Lancioni, G. E., van den Hof, E., Boelens, H., Rocha, N., & Seedhouse, P. (1998). A computer‐based system providing pictorial instructions and prompts to promote task performance in persons with severe developmental disabilities. Behavioral Interventions, 13(2), 111-122. https://doi.org/10.1002/(SICI)1099-078X(199805)13:2<111::AID-BIN10>3.0.CO;2-0
• Mechling, L., & O'Brien, E. (2010). Computer-based video instruction to teach students with intellectual disabilities to use public bus transportation. Education and Training in Autism and Developmental Disabilities, 45(2) 230–241.
• Milli Eğitim Bakanlığı (MEB). (2008). Öğretmenlik Mesleği Genel Yeterlikleri. https://otmg.meb.gov.tr/belgeler/ogretmen_yeterlikleri_kitabi/Ogretmen_Yeterli kleri_Kitabı_genel_yeterlikler_parça_2.pdf (Erişim Tarihi: 26.07.2016)
• Murchland, S., & Parkyn, H. (2011). Promoting participation in schoolwork: Assistive technology use by children with physical disabilities. Assistive Technology®, 23(2), 93-105. https://doi.org/10.1080/10400435.2011.567369
• Naraian, S., & Surabian, M. (2014). New literacy studies an alternative frame for preparing teachers to use assistive technology. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37(4), 281-363. https://doi.org/10.1177/0888406414538843
• Ofiesh, N. S., Rice, C. J., Long, E. M., Merchant, D. C., & Gajar, A. H. (2002). Servıce delivery for postsecondary students with disabilities: A survey of assistive technology use across disabilities. College Student Journal, 36(1), 94-109.
• Özkılıç, R., Sarıtaş, M., Şentürk, A., Avcı, U., Çalışkan, N. ve Karadağ, E. (2007). Öğretim teknolojileri ve materyal tasarımıSarıtaş, M. (Ed.), Temel Kavramlar (s. 1-13). Pegem A Yayıncılık.
• Pedrotty-Bryant, D., & Bryant, B. R. (2012). Assistive technology for people with disabilities (2nd ed.). Pearson Education Inc.
• Pettersson, I. & Fahlström, G. (2010). Roles of assistive devices for home care staff in Sweden: A qualitative study. Disability & Rehabilitation: Assistive Technology, 5(5), 295-304. https://doi.org/10.3109/17483100903100285
• Sakallı Demirok, M., Haksız, M. & Nuri, C. (2019). Özel eğitim öğretmenlerinin yardımcı teknoloji kullanımlarına yönelik tutumlarının incelenmesi. Yaşam Becerileri Psikoloji Dergisi, 3(5), 5-12. https://doi.org/10.31461/ybpd.500699
• Scott, S. S., McGuire, J. M., & Foley, T. E. (2003). Universal design for instruction: A framework for anticipating and responding to disability and other diverse learning needs in the college classroom. Equity &Excellence in Education, 36(1), 40–49. https://doi.org/10.1080/10665680303502
• Sigafoos, J. (2011). Introduction to the special issue: Evaluating assistive technology in educating persons with severe disabilities. Journal of Behavioral Education, 20(1), 1–3. https://doi.org/10.1007/s10864-011-9120-2
• Smith, D. W., Kelley, P., Maushak, N. J., Griffin-Shirley, N., & Lan, W. Y. (2009). Assistive technology competencies for teachers of students with visual impairments. Journal of Visual Impairment & Blindness, 103(8), 457–469. https://doi.org/10.1177/0145482X0910300804
• Sola-Özgüç, C. (2013). Yardımcı teknolojiler. A. Cavkaytar (Ed.), Özel Eğitim. (s. 391- 405). Vize Yayıncılık.
• Sola-Özgüç, C. (2015). Zihin yetersizliği olan ortaokul öğrencilerinin bulunduğu bir sınıfta öğretim etkinliklerinin teknoloji desteği ile geliştirilmesi: Bir eylem araştırması. Yayınlanmış Doktora Tezi. Eskişehir: Anadolu Üniversitesi.
• Staples, A., & Edmister, E. (2014). The Reintegration of Technology as a Function of Curriculum Reform Cases of Two Teachers. Research and Practice for Persons with Severe Disabilities, 39(2), 136–153. https://doi.org/10.1177/1540796914544549
• Sydeski, R. T. (2013). A study of special education teachers’ knowledge of assistive technology for children with reading difficulties. Unpublished Doctoral Dissertation. Pittsburgh: Duquesne University.
• Şumuer, E., Doğusoy, B., & Yıldırım, S. (2006). Preservice Teachers’ Competiences, Beliefs, and Integration Levels in ICT. 2nd International Open and Distance Learning (IODL) Symposium. Eylül 2006, pp. 353-365.
• Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481-498). Pearson.
• Tekinarslan, E. ve Yıkmış, A. (2005). Özel eğitim kurumlarında çalışan öğretmenlerin teknoloji kullanımına yönelik görüşleri ve beklentileri. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(11), 211-220. https://doi.org/10.11616/AbantSbe.151
• Tınmaz, H. (2004). Öğretmen adaylarının eğitim gördükleri alanlara göre teknoloji algılarının incelenmesi. [Yayımlanmamış Yüksek Lisans Tezi]. Ankara: Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü.
• Usluel, Y. K., Mumcu, F. K., & Demirarslan, Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entagrasyon süreci ve engelleriyle ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 164-178.
• Van LaarhoVen, T., & Conderman, G. (2011). Integrating assistive technology into special education teacher preparation programs. Journal of Technology and Teacher Education, 19(4), 473-497.
• Wilcox, M. J., Guimond, A., Campbell, P. H., & Moore, H. W. (2006). Provider perspectives on using assistive technology for infants and toddlers with disabilities. Topics in Early Childhood Special Education, 26, 33–49. https://doi.org/10.1177/02711214060260010401
• Wong, M. E., & Cohen, L. G. (2015). Access and challenges of assistive technology application: Experience of teachers of students with visual impairments in Singapore. Disability, CBR & Inclusive Development, 26(4), 138–154. https://doi.org/10.5463/dcid.v26i4.450