Assistive Technology Use for Students with Down syndrome at Mainstream Schools in Riyadh, Saudi Arabia: Teachers’ Perspectives

Abstract

In this study, the researcher sought to examine the teachers’ Attitudes on use of assistive technology for Students with Down syndrome in Riyadh, Saudi Arabia. The study undertook literature review and survey in order to answer the research questions that had been formulated. The survey involved 50 teachers who had been selected form teachers teaching students with down syndrome in schools located in Riyadh, Saudi Arabia. The results from the survey and from the literature review indicate that teachers have positive attitudes the use of assistive technology. Teachers felt that assistive technology is a good tool that assists children with Down syndrome in their learning activities and even social activities.  When they use assistive technology, teachers reported that assistive technology was an effective tool in improving literacy among these children. Still, teachers as well reported that there are several barriers towards the use of assistive technology. These barriers include, lack of training or skills, lack of support, lack of enough resources and lack of time.  The teachers felt that there was need to provide more training and to include assistive training in school curriculum. The study concluded that use of assistive technology is supported by teachers and therefore enough support should be given to theme for better outcome in use of assistive technology.

Keywords: Assistive technology, Down syndrome (DS) and teachers’ Attitudes