Special Education Teachers’ Perceptions on Using Technology for Communication Practices

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dc.contributor.authorSiyam, Nur
dc.date.accessioned2019-03-25T12:20:09Z
dc.date.available2019-03-25T12:20:09Z
dc.date.issued2018
dc.description.abstractAn important aspect to the effective education of students with special educational needs and disabilities (SEND) is the successful coordination between all stakeholders (parents, educators and therapists). The present study employed qualitative methods to investigate teachers’ perceptions on the current communication practices and how they can be improved using technology. Nine special education teachers participated in semi-structured interviews. Teachers in the study used both traditional and, to a lesser degree, technological means of communication. Technological methods included instant messaging, the school’s information system, and electronic Individualized Education Programs (IEPs) shared on the cloud. The data revealed that some special education teachers were content with the current methods of communication, while others perceived the introduction of new technology useful for the improvement of the communication process. Results can be used to identify the requirements needed before developing and launching new innovations for communication between parties involved with the intervention of SEND students.en_US
dc.identifier.issn2616 6828
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/1349
dc.language.isoenen_US
dc.publisherThe British University in Dubai (BUiD)en_US
dc.subjectSpecial Education Needs and Disabilitiesen_US
dc.subjectAutism Spectrum Disorderen_US
dc.subjectTeachers’ Perceptionsen_US
dc.subjectCommunicationen_US
dc.subjectIndividualized Education Programsen_US
dc.subjectUnited Arab Emiratesen_US
dc.titleSpecial Education Teachers’ Perceptions on Using Technology for Communication Practicesen_US
dc.typeArticleen_US
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