Faculty of Education (Theses and Dissertations)

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Correlation between Four Variables and University Achievement
(The British University in Dubai (BUiD), 2011-05) Al Barazi, Rayya
The purpose of this study is to investigate if there is a relationship between four independent variables namely: students’ high school curriculum, gender, mother tongue language and nationality, with the dependent variable which is academic achievement measured and limited to grade point average (GPA). The field of study is the American University in Dubai (AUD) at which the author works. This is, hence, a convenience sample whereby data is obtained from the Registrar’s Office and the Admission’s Office. Two freshman cohorts from the academic years 2006- 2007, and 2007- 2008 were studied. Transient students were excluded in order to eliminate the influence of university experience factor. The sample size is 729 students which can be considered numerically meaningful for a correlational study. Results can, therefore, be generalized to the AUD campus level and probably to other UAE universities. The study can also be considered significant as American education has become more common in the Middle East recently. The study aims to answer four research questions: 1) Does students’ high school curricula type influence their academic achievement measured by GPA at the American University in Dubai? 2) Does academic attainment vary with gender? 3) Do English native speakers outperform non- English native speakers? 4) Does achievement vary with the different national groups studied in the AUD sample? Results were obtained by using SPSS for windows. For descriptive analysis means and standard deviations were used to study each variable. Means were computed at 95% confidence interval. Alpha was computed in order to ensure internal validity and significance of findings. For inferential analysis Post Hoc multiple comparisons were used in order to compare the different variables. One- way ANOVAs were used to investigate the differences between these variables in terms of GPA. Results reveal the following findings: 1) Students coming from Indian curriculum high schools have significantly the highest mean GPA, followed by British, then UAE, and finally American curriculum high school students. 2) Females are found to be significantly better academic achievers than males. 3) Hindi/ Urdu mother tongue language speakers outperformed Arabic, English, Farsi and Russian native speakers. English native speakers are not necessarily better achievers than non- English native speakers. 4) There are significant differences in academic performance among the 12 nationalities studied. Indians have significantly the highest mean GPA followed by Pakistani and then Syrians. It was concluded that variations in achievement along the four variables studied are not merely due to curriculum type, gender, student’s nationality or passport per se, or their native language, but rather to the cultural and social factors that include aspects like parental involvement and expectations. For future research of this sort, it is recommended 1) to administer a survey that can further validate the findings, 2) to study gender achievement along the various academic programs offered, 3) to investigate how many female students earn a degree compared to males, and 4) to look at TOEFL scores upon enrollment and compare them with GPA in order to highlight relationships between language proficiency and achievement.
Current Status of Gifted and Talented Learners in Cycle 2 Government Schools in Abu Dhabi Emirate: an Analytical Study
(The British University in Dubai (BUiD), 2011-05) Mansour, Khalid
The research on identifying and challenging the gifted and talented learners across the world has increased during the last few years and has explored numerous methods of identifying them. These methods are based on their academic achievement, creativity, interests, motivation and learning characteristics .In the UAE, there are many efforts catering for this category. However, many significant steps are required in order to meet the needs of this category. This study aims to investigate the status of the centers of gifted and talented learners in cycle two Abu Dhabi Educational Zone (ADEZ). This study also explores the procedures of identification; the programs this category receive, the challenges they face and the recommendations in order to develop their abilities. The research will be complied through a thorough examination and a comparison among the three centers for gifted and talented learners in ADEZ. The researcher analyzes the current status of these centers and compares it to the situation of this category in other advanced countries. Furthermore, the study was conducted through a mixed method of both qualitative and quantitative research. In conclusion, the study emphasizes the need to adopt multiple criteria when identifying the gifted and talented learners in ADEZ. Additionally, it ensures the importance of introducing effective programs in order to promote the gifted learners' thinking skills. The researcher also suggests a set of recommendations based on the findings of the study and the literature about gifted and talented learners to improve the status of this category.
The Effective of Flipped Classroom Instruction on Students' Academic Performance in Dubai Private Schools
(The British University in Dubai (BUiD), 2021-03) RASHID, ALI OSAMA
This study aims to investigate the extent of the impact of applying the FCI flipped classroom method on the student’s academic level and academic achievement in private schools in Dubai. The study also investigates teachers ’opinion and their views on the effectiveness of applying FCI and whether it can be used in various subjects and stages of the study. This study was conducted in Dubai in the private school sector, where 51 teachers were involved from two different schools that follow the American curriculum in the education system. The mixed approach (MMR) was also followed in the research method, where a questionnaire was used for the data collection in the quantitative approach, and the focus interview (FGD) was used for the qualitative approach. To collect data, the researcher prepared a questionnaire consisting of 25 open-ended questions and 3 other open-ended questions. In addition to holding a discussion session through the ZOOM application with a group of teachers. A paper was prepared to contain a set of (6 questions) related to the research objectives on the application of the flipped classroom, and the participants took the time and space necessary for discussion. The results were collected and analyzed through the SPSS program, and the results showed that the use of the flipped classroom method in Dubai Private Schools has a positive impact on both the academic level of students, the work of classroom activities, the promotion of teamwork among the students, the transformation of the teacher's role from lecturer to directed to students during The educational session. There were also some opinions indicating that the technical problems related to the Internet and the problems of electronic devices may impede the work of the students of distance learning, and some opinions preferred to reserve the flipped classroom method on literary subjects more than scientific materials.
Effectiveness of Concept Mapping: A Constructivist based Educational Strategy on Grade Seven Arab Students' Academic Achievement in Chemistry
(The British University in Dubai (BUiD), 2016-05) Thomas, Nimmy M.
The present study aimed to determine the effects of concept mapping, a constructivist based learning strategy, on academic achievement in chemistry. The participants were 64 grade seven students in a K-12 British curriculum private school in Dubai, the United Arab Emirates. The study employed a quasi-experimental, pre-test, post-test design using an achievement test called CMAT (Chemistry Matter Achievement Test). The experimental group were taught a topic in chemistry with concept mapping strategy for a period of four weeks and the control group were taught the same topic using expository method for the same period of time. The data collected were analyzed using descriptive and inferential statistics. The mean post test score of the experimental group was found to significantly be higher than the mean post test score of the control group. Results showed that concept mapping is an effective strategy for teaching and learning chemistry concepts. The data analysis also revealed that the concept mapping strategy is capable of enhancing learners’ mastery of content at higher order levels of cognition. The findings of this study recommended that chemistry educators should use concept mapping strategy as a pedagogical and evaluation tool as it can enhance students’ meaningful understanding of chemistry concepts, longer retention of information and academic performance in the subject content.
The Effectiveness of Task-Based Language Learning Approach in Teaching English as a Second Language to the Students at the Vocational Education Development Centre in Abu Dhabi, UAE
(The British University in Dubai (BUiD), 2012-03) Al-Olaimat, Mahes Ali
This study aims to investigate the effectiveness of the recently introduced task-based learning approach for language learning at the VEDC in Abu Dhabi, a centre for male students who have previously disengaged from formal learning. Questionnaires were delivered to 337 students, and 264 were completed. Twenty three teachers were provided with questionnaires and 19 were returned. In addition, two interviews with the teaching staff were conducted. The outcomes were evaluated against current thinking in the field of task-based learning and motivating disengaged learners. The introduction of the task-based learning approach was perceived as a good thing by a large majority of both students and teachers. Motivations considered to have improved by teachers and the students’ outcomes in this regard confirmed this perception. With regard to test scores, 90% of students showed an improvement in test scores of between one and thirteen marks, with a median improvement of four marks. The findings suggest that the VEDC is pursuing an appropriate teaching method to engage their students and that it is having a positive effect on the academic achievements. It has been recommended that additional evaluations are undertaken when the system has been in place for further few months. Finally, a number of future research pathways have been identified for both the VEDC in particular and for task-based learning in general. Specifically how perceptions of task-based learning are impacted by student’s learning styles and how best to deliver grammar instruction within the approach.
The Effects of Guided Inquiry Instruction on Students’ Achievement and Understanding of the Nature of Science in Environmental Biology Course
(The British University in Dubai (BUiD), 2012-11) Hasan, Ahmad Sharif Ahmad
Science textbooks coupled with appropriate instructional strategies play a pivotal role in conveying the educational reform documents vision through students’ teaching and learning of the three domains of science: the body of content knowledge, scientific process skills and the nature of the scientific knowledge. The purpose of this study is two folds: 1) to investigate students’ views of the nature of science (NOS) based on the newly implemented science curriculum, the Hartcourt International, in United Arab Emirates’ (UAE) public schools and 2) to investigate the impact of guided-inquiry of instruction in teaching the environmental biology subject and the NOS aspects with students. Seventy six tenth-grade students distributed amongst 4 mutual exclusive classes participated in this study. The respective classes are randomly divided into two intact groups: experimental and control groups. The experimental group is taught using the guided inquiry instruction during theoretical classes and laboratory activities, which based on grappling with guided-inquiry questions and practicing science as process skills. The control group is taught using the traditional strategies, without incorporating the guided inquiry instruction and the science process-skills. A modified NOS scale adopted from Wenning (2006), Iqbal et al. (2009) and the doctorate thesis of Larson-Miller (2011), and an environmental biology achievement test from the Hurtcourt International biology assessment guide book are used as pre and post-tests for measuring the effect of guided inquiry instruction on both students’ NOS conceptions and biology achievements respectively. Results reveal that the students’ NOS conceptions in the pre-case are still wanting. Moreover, implementing the guided inquiry instruction in teaching the environmental biology subject has significant effect in improving the students’ academic achievement. However, this kind of instruction alone seems to be insufficient in developing NOS conceptions in the students. Differences in the total average scores between pre- and post-NOS scale are not statically significant for both the experimental and control groups. It is possible that more explicit instructional approaches are needed to be investigated for their effectiveness in achieving NOS understandings in students’ minds.
The impact of parental involvement on academic student achievement
(The British university in Dubai (BUiD), 2012-03) Eldeeb, Ayman Mokhtar Zaher
As long as there is an educational system, there is always a need to improve that system along with its outcomes. Student’s achievement, among other factors, is one major component as well as a measure of how effective the system is. The purpose of this study is to determine whether parental involvement in children's education has a positive effect on student’s achievement. While the quantitative approach was very cooperative in the study in hand, for example the researcher was able to gather general information of the study sample, and the qualitative method facilitated in understands the meanings the interviewees carry to it. Both methodologies were used because even though they are different in many ways, they supplement each other. The study found that there is a positive correlation effect between academic achievement and parental involvement. On the other hand the participants’ responses showed that the school current program for “school-parents interaction” has many defects which need to be reformed to bring more attention to parents’ involvement topic and to be able to attract them for more involvement. The study is important because it applied current research to statistical tests on local students. The results obviously display the way by which schools must travel to increase student’s achievement throughout effective parental involvement.
The impact of teachers’ leadership styles on the students’ academic achievement and behavior in a cycle 3 private school in Fujairah
(The British University in Dubai (BUiD), 2021-06) Elshabrawy, Ahmed Mohamed Mohamed
It is a real fact that leadership is the key to success in any organization, especially in the field of education. The current study investigated the most effective leadership styles that can be implemented by the teachers in a private cycle 3 school in Al Fujairah. The aim of the study was to find the impact of the teachers’ leadership on the academic achievement and the behavior of the students. The researcher employed the mixed research methodology which included both quantitative and qualitative research methods in order to increase the validity and the reliability of the study. The researcher also involved the students, the teachers, and the principal in the study in order to get an overwhelming perspective about the most effective leadership styles that can enhance the academic achievement and the positive behavior of the students. The main findings of the study showed that teachers who are knowledgeable about the curriculum, use various teaching methods, build positive relationship with the students, provide constructive feedback, and give students the opportunity to share their ideas and be innovative are real leaders who can affect the academic achievement and the behavior of the students positively. The key findings also indicate that the principal should support the teachers, motivate them, and provide them with the required resources to enhance their leadership skills.
IMPACT OF THE UAE NATIONAL SERVICE ON ACADEMIC ACHIEVEMENT AMONG COLLEGE STUDENTS
(The British University in Dubai (BUiD), 2021-02) Alhammadi, Fatima
The main focus of this study was to investigate the influence of the National Service programme in the UAE among the post-Secondary school Emirati youth on their academic development at higher learning institutions and hence career development in the future. To achieve this, three specific research objectives were developed to guide the study development. The first objective was to assess the experiential and learning skills taught at the national service that influences the level of discipline among the alumni while in higher learning institutions. The second objective was to explore the influence of participating in the national service programme on students' attitudes in higher learning education towards constructive feedback. The third objective was to assess the impact of participating in national service on the ability of alumni to make informed decisions on occupational choices. Snowball sampling technique was used to collect data from as many participants as possible. A sample of 1843 Emirati university students who are alumni of the national service programme, 106 parents of university national service students and 106 university lecturers, were recruited to participate in the study. A questionnaire, including closed-ended questions to collect quantitative data and open-ended questions to collect qualitative data, was used. The collected data were analysed using statistical analysis and thematic analysis. Before conducting analysis to address the specific objectives, a descriptive approach using frequency distributions, percentages and graphical representation were used to analyse demographic data and all the quantitative data. Another pre-test for objectives analysis conducted was Cronbach’s alpha test for reliability and validity of internal consistency, which showed significant reliability and validity of the data for further analysis. Pearson’s Product-Moment Correlation and Multiple Linear regression models were used to analyse the data in order to address the research objectives. The results showed that soft skills and behavioural maturity learnt during national service improve students discipline level, attitudes towards constructive feedback and the ability to make informed decisions as well as on academic development. The results also showed a significant relationship between improved discipline and commitment to academic studies and other responsibilities. The findings have concluded that participation in the national service programme equips young people with experiential and learning skills as well as behavioural maturity improvement that significantly influence their discipline level, academic development, attitudes towards constructive feedback and informed decision-making process. Therefore, the research recommends that the government should establish a diploma or degree programme for national service programme to increase its academic and career development scope.
Impacts of technology assisted science teaching on students learning outcome for 9th grade students in a private school in Dubai
(The British University in Dubai (BUiD), 2019-10) NEMER, REEMA
The search for learning and teaching methods has led to the exploration of various methods such as traditional and technology integrated. In addition to that, there has been controversies surrounding the use of technology in the classroom. This study is conducted to determine the effectiveness of integrating technology methods over the traditional teacher-centered way of teaching science classes. The aim of the study is test how effective integration of ICT is in the classroom. Key studies consulted in this study are the numerous literature synthesis that have been done by previous researchers on the use of technology in class rooms. In this study, a mixed method research design is applied, involving experimental design and the use of questionnaires. The experiential approach was used to make comparisons between the two methods, while surveys helped determine the attitudes of teacher, students and their parents towards the use of technology-assisted teaching methods in the class. Both the experiential and control groups with 15 students and had similar scores in the pre-test exams. They were then taught two science lessons with the same teacher, but using different methodologies. The test group learned using technology-assisted methods while the control group learned through the traditional methods. Both students and parents took part in the experiment that lasted for 12 weeks. After data analysis, the findings showed that integrating technology in the classroom is more effective than the traditional teacher-centered method for 9th-grade science classes in terms of academic achievement.
Investigating the Role of Students’ Attainment, Aptitude and Attitude Assessments in Predicting SAT Achievement: The Case of US-Curriculum Schools in the UAE
(The British University in Dubai (BUiD), 2021-11) HADI, LAMES ABDUL
The focus on the role of assessments in predicting students’ performance is rapidly increasing. The literature highlights the need to investigate students’ achievement predictors in exit assessments. Some studies have focused on investigating the relationship and/or predictability between one or two types of assessment within the academic, cognitive, or affective domains (Chen et al., 2012; Donati, Meaburn & Dumontheil, 2019; Gonzalez, 2015; Hong, 2018). In US-curriculum schools in the United Arab Emirates (UAE), three types of assessment are implemented that measure students’ attainment, aptitude, and attitudes toward learning, namely the Measures of Academic Progress (MAP), Cognitive Ability Test (CAT4), and the Pupil Attitudes toward Self and School (PASS). The current study utilised those assessments to investigate the role of students’ attainment in MAP, aptitude level in CAT4, and attitude towards learning in PASS assessments in Scholastic Assessment Test (SAT) achievement. This study used an explanatory sequential mixed-method design, and data was collected in two phases. Assessment data of students in Grades 9-12 from five US-curriculum schools in the UAE conducting the MAP, CAT4, PASS, and SAT was analysed to find the relationship between those assessments and to investigate the predictability of SAT using MAP, CAT4, and PASS scores. As a result, in phase one of the study, 603 SAT-Math scores and 169 SAT-English scores for the same students were analysed, and stakeholders’ perceptions were collected from 84 leaders’ and teachers’ and 797 students’ questionnaires dedicated to each participant group. In phase two, 13 leaders, 15 teachers, 32 students, and eight parents were part of focus group interviews. The results highlighted a positive relationship between SAT-Math and SAT-English scores and attainment, aptitude, and the majority of attitudes toward learning factors. Specifically, the strongest positive relationship is between students’ MAP and SAT scores and between CAT4 and SAT-Math. Two prediction equations were developed, concluding that MAP, CAT4, and PASS variables explained 44.7% of the variance in SAT-Math scores with an effect size of 0.808, and 42.9% of the variance in SAT-English scores with an effect size of 0.751. Stakeholders’ perceptions revealed an overall high agreement on the role of students’ academic attainment in English and math, aptitude level, and attitudes toward learning in predicting SAT achievement. Learner self-regard and confidence in learning are the only attitude factors that all stakeholders agreed on in relation to their role in SAT achievement, confirmed by assessment data analysis. Stakeholders’ perceptions highlighted the use of MAP, CAT4, and PASS assessments to support teaching and learning processes and pointed to the lack of a systematic process using assessment data to predict students’ SAT scores. The study contributes to the field by guiding researchers and educators in their pursuit of identifying factors within academic, cognitive, and affective domains that predict students’ academic achievement. Accordingly, the findings can guide educators and schools in supporting students’ academic and social development by finding a systematic process of utilising assessment information, tracking students’ progress, providing feedback about curriculum development, assessment policies, teaching and learning processes, and finally identifying stakeholders’ need for support in the role and use of assessments.
Is emotional intelligence an indicator of academic achievement for elementary school students in Dubai?
(The British University in Dubai (BUiD), 2017-06) SHAKKY, PASCALE ELIAS
With the increasing challenges of educating today’s students, it has become necessary to look beyond mere cognitive abilities and knowledge acquisition and find other ways to reach the teenage heart and mind. One such other way of reaching students is through the affective domain or what has come to be known as emotional intelligence (El). The aim of this research is to study the relationship between emotional intelligence and academic achievement for elementary grade students, living in Dubai. Before performing the methodology, the literature consulted comprised the history of emotional intelligence and how the concept was developed, well known emotional intelligence theories, in addition to previously conducted research, similar to this paper, conducted in different geographical locations and circumstances. After that, the quantitative research method has been used for the purpose of this research, where the emotional intelligence test TEIQue-CSF (Trait Emotional Intelligence Questionnaire – Child Short Form) was employed. A sample of 100 students has been selected. Their grades and emotional intelligence levels have been compared, trying to find a relationship. The findings suggest that no relationship occurs between the two. However, the data was not significant, so no assertions were made.
The One-to-One Laptop Initiative in Science Classes in the United Arab Emirates High Schools
(The British University in Dubai (BUiD), 2013-03) El Sabbagh, Maha Mostafa
Technology has affected education in several ways. This study investigated the one-to-one laptop initiative in the Applied Technology High school in the United Arab Emirates. It examined the implementation of laptops in science classes, teachers and students attitudes and how the initiative affected the students’ academic achievement. The data collection tools used were teachers and students questionnaires and students mark review. The results of the study suggested that teachers and students had positive attitudes as well as some negatives during the implementation. It also concluded that students have achieved better when they use laptops to study science. The study concluded with implications and recommendations for better implementation of one-to-one laptop initiative in schools.
The Relationship between Organisational Health and Teachers’ Absenteeism in Schools” A Case Study in a Private School in Amman, Jordan
(The British University in Dubai, 2019-09) Saleh, Mahasen
Educational systems have undergone unprecedented change all over the world. This is due to the continuous need for educational reform and the necessity to hold administrators accountable. This surge has created new challenges for principals, and it demands that schools consistently strive to meet the highest standards. Therefore, schools must maintain their organizational health to facilitate a productive work environment for teachers. The goal is to prevent teacher absenteeism since they are the main service providers. The objectives of an educational institution can only be achieved if their teachers are mentally and physically present. To date, there is no research focusing on a school’s organisational health (OH) and teacher absenteeism (TA). This study aims to explore the relationship between the level of OH and TA in a secondary private school in Amman, Jordan. The theoretical Framework was based on Nicholson’s “Attachment” Theory, Herzberg's Motivators Hygiene Factors, and Parsonian social systems theory. A quantitative analysis included a population consisting of 30 secondary school teachers. The organizational health inventory (OHI-S) of (Feldman & Hoy, 2000) was used to measure the health of the school. Questionnaires were provided to consider organizational factors of absenteeism and the attendance status of respondents. The data obtained was analysed using SPSS software version 21. A descriptive analysis utilizing the Pearson Correlation Coefficient determined the strength of the relationship between the two variables. The study revealed that there is a negative correlation between the school’s OH level and TA. From the perspective of the secondary teachers the resulting value was r= -0.581**. As such, to reduce teacher absenteeism, schools must maintain a good level of OH. In particular, the dimensions of Institutional Integrity, Resource Support and Consideration are essential. Furthermore, schools need to work on reducing workload, providing incentive programmes and having effective leadership that promotes teachers' engagement and welfare. Further research is highly recommended to investigate the relationship between these two variables. It would be beneficial to include public schools and the other levels of education for future studies. A comparative analysis between schools would also be useful focusing on OH and how it affects students’ academic achievement.
Stigma in the Classroom: an investigation into the area of Stigmatized Students at Private Schools in the United Arab Emirates (UAE)
(The British University in Dubai (BUiD), 2006-09) Hasiba, Nourhan Mahmoud
Despite years of reform efforts in the field of education concerning the development of learning environment according to the international standards, as claimed by Dr. Haneef ((Minister of the UAE’s Ministry of Education) at a conference which was held in May 2006, academic under-achievement associated with stigmatization in minority groups of students remains a challenge for the public and private schools in 4 the United Arab Emirates (UAE). The present study explored stigma phenomenon in the classrooms at six private schools in two emirates in the UAE. The researcher investigated such phenomenon, its reasons and whether certain factors like gender play a role in the labelling process as well as its effects on students’ lives and education. She also explored the possibility of a relation between having a learning difficulty and being stigmatized. The study relied on qualitative methods such as interviews, observations, gathering documentary evidence and one quantitative method like questionnaires. Analysis of data revealed that certain groups of students are stigmatized due to both their under-achievement level and behavioural problems. On analysis, it was also found that boys are more likely to be stigmatized than girls in the classroom. The results indicated that the main stigma reasons are due to undiagnosed learning difficulty, family domestic troubles and/or behavioural challenges. To meet the needs of such students and improve the academic services which are provided for them, a set of various recommendations were suggested for future practices.
A Study on the Effects of Integrating Web 2.0 Writing and Discussion Applications into Mathematics Instruction on Students’ Reasoning Skills
(The British University in Dubai (BUiD), 2016-05) Albarbari, Nada Faisal
Over the past couple of decades, integrating technology into mathematics class instruction has become a rich topic for research attempting to advance the effectiveness of mathematical education and encourage students to engage with their own learning processes. The purpose of this study was to explore the effects on students’ reasoning skills of integrating Web 2.0 writing and discussion applications in mathematics classes by investigating the effect of such integration on students’ motivation to learn mathematics, their attitudes toward writing in mathematics, and their achievement in mathematics. A sequential mixed-methods approach was used to collect both quantitative and qualitative data via pretest and posttest surveys, student interviews, and students’ end-of-term exam marks. Data analysis has revealed that Web 2.0 writing and discussion applications have a positive impact on students’ needs for competence and autonomy and hence on their motivation to learn mathematics and their attitudes toward writing in mathematics class, which were found to be highly influenced by their perceptions of the advantages and disadvantages of the writing practice. Nevertheless, there was no significant effect on students’ academic achievement. Finally, the study implies the need for teachers to differentiate instruction and provide meaningful feedback to effectively engage students with different learning styles and abilities.
Use of Assistive Technology, the keyboard as an alternative pencil in the special education class room: An Investigative Study
(The British University in Dubai (BUiD), 2021-05) Rebello, Gloria
This research study explores the impact of using the keyboard as an alternative pencil in the special education classroom. Assistive Technology (AT) plays a huge role in the academic achievement for students with disabilities. This study documents the benefits of using a keyboard as opposed to traditional writing tool of a conventional pencil. The findings indicate that when students with limited fine motor abilities are trained to use the keyboard as an alternative pencil, there is an increase in academic achievement with respect to advanced writing skills and an increase in student engagement and independence. The teacher plays an important role in selecting the most appropriate AT for the student. When making a decision of using AT for the student, the teacher should not delay but consider the unique, individualized needs of the student and select what’s best suited for him in order to help him move forward.

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