Teachers of Special Education and Assistive Technology: Teachers' Perceptions of Knowledge, Competencies and Professional Development 特殊教育及辅助科技教师：教师对知识、能力和专业发展的看法
Abdulaziz S. Alsolami ^(1(1)){ }^{1(1)} 阿卜杜勒阿齐兹·索尔萨拉米 ^(1(1)){ }^{1(1)}
Abstract 抽象
The main aim of this study is to quantitatively investigate special education teachers’ use of Assistive Technology (AT) in special education through a questionnaire distributed to special education teachers in the Jeddah School District. In all, 64 questionnaires were included in data analysis, which found that teachers have a moderate level of AT knowledge and skills and a moderate knowledge of AT concepts and terms, and felt moderately confident about identifying a variety of AT devices. Moreover, 90%90 \% of respondents are strongly interested in receiving more training on AT, preferably through one-onone individualized instruction and attendance at workshops or conferences. This study recommends AT training as having special importance in preparing a conducive educational environment for students with disabilities, for as the professional development of teachers’ competency has a significant influence on teaching students with disabilities, this would better enable teachers to integrate AT into the school curriculum. 本研究的主要目的是通过向吉达学区的特殊教育教师分发的问卷，定量调查特殊教育教师在特殊教育中使用辅助技术 （AT） 的情况。数据分析共纳入 64 份问卷，发现教师具有中等水平的 AT 知识和技能，对 AT 概念和术语有中等程度的了解，并且对识别各种 AT 设备有中等信心。此外， 90%90 \% 的受访者对接受更多的 AT 培训非常感兴趣，最好是通过一对一的个性化指导和参加研讨会或会议。本研究建议 AT 培训对于为残疾学生准备有利的教育环境具有特别的重要性，因为教师能力的专业发展对残疾学生的教学有重大影响，这将使教师能够更好地将 AT 融入学校课程。
Keywords 关键字
special education teachers, assistive technology, professional development 特殊教育教师， 辅助技术， 专业发展
Assistive technology plays a vital role in the learning process of individuals with disabilities. These individuals have trouble performing activities independently, and often teachers incorporate AT in their learning processes to help such students (Walker, 2018). Such technology affords people with disabilities greater opportunities to improve their ability to perform their tasks, and enhances the education of learners with disabilities through interaction, so that concepts can be taught more effectively (Walker, 2018). Due to the presence of AT in the learning/education process, students with disabilities can get assistance to improve their social skills and engage in more social interaction through enhanced lifestyles. 辅助技术在残障人士的学习过程中起着至关重要的作用。这些人难以独立执行活动，教师经常将 AT 纳入他们的学习过程以帮助这些学生（Walker，2018 年）。这种技术为残障人士提供了更多的机会来提高他们执行任务的能力，并通过互动加强了对残障学习者的教育，从而更有效地教授概念（Walker，2018 年）。由于学习/教育过程中存在 AT，残疾学生可以获得帮助，以提高他们的社交技能，并通过改善生活方式参与更多的社交互动。
'King Abdulaziz University, Jeddah, Saudi Arabia '阿卜杜勒-阿齐兹国王大学，沙特阿拉伯吉达
Corresponding Author: 通讯作者：
Abdulaziz S. Alsolami, King Abdulaziz University, Faculty of Educational Graduate Studies, Jeddah 2I44I, Saudi Arabia. Abdulaziz S. Alsolami，阿卜杜勒阿齐兹国王大学教育研究生院，吉达 2I44I，沙特阿拉伯。
Email: asalsolmi@kau.edu.sa 电子邮件：asalsolmi@kau.edu.sa
Importance and Effectiveness of Using Assistive Technology 使用辅助技术的重要性和有效性
The rapid advances in AT in education have many practical applications, allowing teachers to use technology to help their students learn and achieve the highest levels of education (Metatla & Cullen, 2018). Many students with disabilities can perform necessary tasks; however, they cannot effectively deliver outcomes due to the presence of specific disabilities. AT enables students with disabilities to perform like other students in their educational environment. Students’ educational needs must be modified in particular ways by teachers to suit learning or provide classroom accommodations appropriate to students using adaptive technology (Laumann et al., 2015). 教育中技术的快速发展有许多实际应用，使教师能够利用技术帮助他们的学生学习并达到最高级别的教育（Metatla & Cullen，2018）。许多残疾学生可以执行必要的任务;然而，由于存在特定残疾，他们无法有效地提供结果。AT 使残疾学生能够在他们的教育环境中像其他学生一样表现。教师必须以特定方式修改学生的教育需求，以适应学习或使用自适应技术为学生提供适合的课堂住宿（Laumann et al.，2015）。
AT aids students with disabilities through assessment techniques that facilitate smooth learning by adjusting the depth of content covered by individuals with disabilities to meet their learning needs (Metatla et al., 2018). Teachers can devise methods for assessing students’ performance using straightforward techniques. For instance, students with visual impairments struggle to read but through AT can excel and process information faster, as by receiving content in an audio format, or teachers can incorporate Braille in their learning process. The blind can present what they have learned orally to their teachers or in monitored settings to determine what they have learned and mastered, such as concepts (Holstein et al., 2017). AT 通过评估技术帮助残疾学生，这些技术通过调整残障人士所涵盖的内容深度来满足他们的学习需求，从而促进顺利学习（Metatla et al.，2018）。教师可以使用简单的技术设计评估学生表现的方法。例如，有视觉障碍的学生很难阅读，但通过 AT 可以更快地处理信息，例如接收音频格式的内容，或者教师可以将盲文纳入他们的学习过程。盲人可以向老师口头或在监控环境中展示他们所学到的知识，以确定他们所学和掌握的内容，例如概念（Holstein et al.， 2017）。
Assistive Technology and Education 辅助技术与教育
In recent decades, the digital revolution has created impressive solutions in AT for educational purposes, and the employment of digital tools in the classroom calls for an evaluation of their effectiveness in helping students with disabilities (Lin & Gold, 2018). Devices can demonstrate teachers’ effectiveness in engaging with students in ways that align with the specific content taught in the classroom. Educators have realized that they must learn how to use digital tools. The assessment of AT in schools shows that a revolution has occurred in teaching and learning strategies (Walker, 2018). Many hold a strongly positive view of digital tools now that such devices have proven to be effective in the learning environment. 近几十年来，数字革命为AT创造了令人印象深刻的教育解决方案，而数字工具在课堂上的使用要求评估它们在帮助残疾学生方面的有效性（Lin & Gold，2018）。设备可以展示教师以与课堂上教授的特定内容相一致的方式与学生互动的有效性。教育工作者已经意识到，他们必须学习如何使用数字工具。对学校 AT 的评估表明，教学策略发生了一场革命（Walker，2018）。许多人对数字工具持非常积极的看法，因为这种设备已被证明在学习环境中是有效的。
Furthermore, the nature of the instruction given by teachers to students with disabilities is changing. Students are now exposed to advanced curricula, as the technology can individualize the learning and strategies used (Laumann et al., 2015). AT such as audiobooks engages and empowers students with disabilities to work independently, allowing them to access learning content through technology and express their ideas. The availability of the right digital tools helps students struggling with learning, empowering them and instilling them with confidence to improve their reading skills. Reading obstacles are removed by platforms that offer audio materials to students experiencing reading problems. 此外，教师对残疾学生的教学性质正在发生变化。学生现在接触到高级课程，因为该技术可以个性化所使用的学习和策略（Laumann et al.，2015）。有声读物等 AT 吸引并赋予残疾学生独立工作的能力，使他们能够通过技术访问学习内容并表达自己的想法。正确的数字工具的可用性可以帮助在学习中挣扎的学生，赋予他们权力并灌输他们提高阅读技能的信心。为遇到阅读问题的学生提供音频材料的平台消除了阅读障碍。
Use of Assistive Technology by Teachers 教师使用辅助技术
Teachers in their professional duties must possess and live with positive professional philosophies that enable them to respond constructively to students with disabilities (Shute & Rahimi, 2017). Teachers in preschools are generally experienced in the use of AT, having accepted or learned about specific philosophies that contribute to their choice of the AT incorporated into the learning environment (Koch, 2017). Teachers have varying motives for employing technology in the schools to support the learning of children with disabilities. Support and promotion of equality through the use of technology thus responds to the needs of individuals with disabilities. 教师在他们的专业职责中必须具备并生活在积极的专业理念中，使他们能够对残疾学生做出建设性的回应（Shute & Rahimi，2017）。学前班的教师通常具有使用 AT 的经验，他们接受或学习了有助于他们选择将 AT 纳入学习环境的特定理念（Koch，2017）。教师在学校采用技术来支持残疾儿童的学习的动机各不相同。因此，通过使用技术支持和促进平等可以满足残障人士的需求。
Comprehensive knowledge of AT enables teachers to create an appropriate learning environment that can accommodate all students, including those with disabilities (Holstein et al., 2017). Teachers incorporate resources and methods to determine existing barriers in the learning environment, and AT is essential to dispel the myth that children with disabilities lack knowledge and are unable to apply skills in learning and working environments. Teachers now increasingly recognize diversity in the school environment and use AT to provide an excellent opportunity for all students to learn. The development of positive philosophies by school teachers helps them adapt to relevant technologies (Laumann et al., 2015), helping them create an engaging classroom where all learners can benefit and acquire the right content and learn in a way that suits them. 全面的 AT 知识使教师能够创造一个合适的学习环境，以适应所有学生，包括残疾学生（Holstein et al.，2017）。教师利用资源和方法来确定学习环境中的现有障碍，而 AT 对于消除残疾儿童缺乏知识并且无法在学习和工作环境中应用技能的神话至关重要。教师现在越来越认识到学校环境的多样性，并使用 AT 为所有学生提供绝佳的学习机会。学校教师发展积极的理念有助于他们适应相关技术（Laumann et al.， 2015），帮助他们创建一个引人入胜的课堂，让所有学习者都能受益并获得正确的内容，并以适合自己的方式学习。
Training Special Education Teachers to Use Assistive Technology 培训特殊教育教师使用辅助技术
The training of special education teachers is directed toward establishing valuable learning experiences for students with disabilities. The proper preparation of special education teachers familiarizes them with the embedded features of AT (Erdem, 2017), allowing them to meet the needs of all children in the classroom setting with proper training. As special education is a delicate issue that requires the maximum involvement of trained special education teachers in the active learning process (Holstein et al., 2017), education programs must prepare special education teachers to meet the challenges involved in teaching students with disabilities in the classroom through highly demanding courses in special education to increase teachers’ skills. 特殊教育教师的培训旨在为残疾学生建立宝贵的学习经验。特殊教育教师的适当准备使他们熟悉 AT 的嵌入式功能（Erdem，2017 年），使他们能够通过适当的培训满足课堂环境中所有儿童的需求。由于特殊教育是一个微妙的问题，需要训练有素的特殊教育教师最大限度地参与主动学习过程（Holstein et al.， 2017），教育计划必须让特殊教育教师做好准备，以应对在课堂上教授残疾学生所涉及的挑战，通过特殊教育的高要求课程来提高教师的技能。
In addition, as having the right kind of resources and trainers helps teachers familiarize themselves with the functioning of the technology (De Witte et al., 2015), special education teachers should have access to AT devices when they are trained to use them so as to be comfortable and confident in using AT to instruct students appropriately. As the welltargeted and formulated instruction of teachers during the training process imparts sufficient skills in using technology, good training should make it possible and even automatic for pre-service teachers to develop proficiency in AT to help students with disabilities (Saleem et al., 2019). 此外，由于拥有正确的资源和培训师有助于教师熟悉技术的功能（De Witte et al.， 2015），特殊教育教师在接受使用 AT 设备的培训时应该能够使用 AT 设备，以便舒适和自信地使用 AT 适当地指导学生。由于教师在培训过程中有针对性和制定的教学传授了足够的技术使用技能，因此良好的培训应该使职前教师能够甚至自动地提高 AT 的熟练程度，以帮助残疾学生（Saleem et al.，2019）。
Competency-Based Teacher Education 基于能力的教师教育
Competencies are defined as “the set of knowledge, skills, and experience necessary for future, which manifests in activities” (Katane, 2006, p. 44). Therefore, teachers need all the specified skills to attain mastery in competence-based teacher education. Regarding the meaning of AT , it equips teachers with adequate skills in guiding and teaching all students according to their own backgrounds through training to ensure success in using AT (Ahmad, 2015). More is now known about how teachers make progress in educating children with disabilities. Educators become competent through the learning and application of certain skills (Holstein et al., 2017), and the possession of essential competencies by teachers, especially pre-service ones, enables them to integrate AT into the school curriculum (Adebisi et al., 2015; Qazi, 2019). Teacher education provides diverse skills in the integration of technology in teaching practice, training teachers to combine and apply various forms of technology to facilitate the creation of a classroom environment amenable to learning. Thus, AT will continue to shape the learning process and enable all learners with different contexts and abilities to gain a variety of skills. 能力被定义为“未来所需的知识、技能和经验，它体现在活动中”（Katane，2006 年，第 44 页）。因此，教师需要掌握所有指定的技能才能掌握基于能力的教师教育。关于 AT 的含义，它使教师具备足够的技能，通过培训根据学生自己的背景指导和教授所有学生，以确保成功使用 AT（Ahmad，2015）。现在，人们对教师如何在教育残疾儿童方面取得进展有了更多的了解。教育者通过学习和应用某些技能而变得有能力（Holstein et al.，2017），而教师，尤其是职前教师，具备基本能力，使他们能够将 AT 整合到学校课程中（Adebisi et al.，2015;Qazi，2019 年）。教师教育在将技术整合到教学实践中提供了多种技能，培训教师结合和应用各种形式的技术，以促进创造适合学习的课堂环境。因此，AT 将继续塑造学习过程，并使具有不同背景和能力的所有学习者都能获得各种技能。
Conceptual and Theoretical Frameworks 概念和理论框架
Two conceptual frameworks guide this research, one regarding teachers’ knowledge of AT for learners with disabilities in KSA, and the other highlighting the necessity for information on the tasks, the environment, the students, and the equipment needed to successfully integrate AT into classrooms. 两个概念框架指导这项研究，一个是关于教师对 KSA 残疾学习者的 AT 知识，另一个强调有关任务、环境、学生和成功将 AT 融入课堂所需的设备的信息的必要性。
The Technological Pedagogical Content Knowledge (TPACK) model serves as a conceptual framework for this research, emphasizing that technological knowledge (TK), pedagogical language (PK), and content knowledge (CK) are essential and important for integrating technology effectively (Courduff et al., 2016). The TPACK model incorporates a combination of content, pedagogical, and technological knowledge (Henriksen et al., 2016), such that knowledge in these areas creates the basis for successful integration of technology. Thus, teachers have to understand how students learn to implement technology in their curriculum regularly, should know how students learn the content, and ought to be knowledgeable about the content they are teaching (Courduff et al., 2016). With this knowledge, teachers will be able to overcome challenges they face through their use of technology. This model guides this research because it focuses on training and knowledge to effectively integrate technology. 技术教学内容知识 （TPACK） 模型作为本研究的概念框架，强调技术知识 （TK）、教学语言 （PK） 和内容知识 （CK） 对于有效整合技术是必不可少的（Courduff 等人，2016 年）。TPACK 模型结合了内容、教学和技术知识（Henriksen et al.， 2016），因此这些领域的知识为技术的成功整合奠定了基础。因此，教师必须了解学生如何定期学习在课程中实施技术，应该知道学生如何学习内容，并且应该了解他们所教授的内容（Courduff et al.，2016）。有了这些知识，教师将能够通过使用技术来克服他们面临的挑战。该模型指导这项研究，因为它侧重于有效整合技术的培训和知识。
The second conceptual framework guiding this research is the SETT framework model, which was established by Zabala (1995) (Alkahtani, 2013). SETT, which stands for “students, the environment, tasks, and tools” (Zabala, 1995, p. 11), focuses on the need for information on students, the 指导本研究的第二个概念框架是 SETT 框架模型，该模型由 Zabala （1995） 建立 （Alkahtani， 2013）。SETT 代表“学生、环境、任务和工具”（Zabala，1995 年，第 11 页），侧重于对学生信息的需求，
environment, tasks, and tools to successfully integrate AT into classrooms. The SETT model was established to assist and guide IEP teams in gathering helpful information before implementing AT (Alkahtani, 2013). 将 AT 成功集成到课堂中的环境、任务和工具。SETT 模型的建立是为了协助和指导 IEP 团队在实施 AT 之前收集有用的信息（Alkahtani，2013 年）。
The Research Problem 研究问题
Education in KSA is free for all citizens. The education system has passed through different developmental phases, among the most important of which concerned changes in the education of students with special needs. In 2007, more than 93%93 \% of male and 73%73 \% of female learners with special needs were studied in general education schools (Al-Mousa, 2010). Before the early 1990s, students with special needs were classified as different and consequently isolated from their peers and placed in special institutions (Al-Mousa, 2010). Although the government of the KSA passed a law in 2000 stipulating equal access to free and proper education for students with disabilities (Alquraini, 2010), AT was not then considered in the context of students with special needs. Al Rubiyea (2010) emphasized that a comprehensive policy that formulates their rights and needs is urgently needed for students with disabilities in the KSA. 沙特阿拉伯的教育对所有公民免费。教育系统经历了不同的发展阶段，其中最重要的阶段涉及有特殊需要学生的教育变化。2007年，在普通教育学校对有特殊需要的男性和 73%73 \% 女性学习者进行了更多的 93%93 \% 研究（Al-Mousa，2010）。在 1990 年代初之前，有特殊需要的学生被归类为不同的学生，因此与同龄人隔离开来，并被安置在特殊机构中（Al-Mousa，2010）。尽管 KSA 政府在 2000 年通过了一项法律，规定残疾学生平等获得免费和适当的教育（Alquraini，2010 年），但当时并没有在有特殊需要的学生的背景下考虑 AT。Al Rubiyea （2010） 强调，沙特阿拉伯的残疾学生迫切需要一项全面的政策来制定他们的权利和需求。
In contrast, the special education field in the USA had improved after the usability of AT services and devices to develop learners’ Individualized Educational Plans (IEPs) (Gustafson, 2006; Wolfe Poel et al., 2013). Elsewhere, global educational organizations and agencies such as the National Council for Accreditation of Teacher Education (NCATE) and the Council for Exceptional Children (CEC) devised new strategies to improve special education teachers’ practices while using AT in the classroom (Michaels & McDermott, 2003; Wolfe Poel et al., 2013). 相比之下，在 AT 服务和设备可用于开发学习者的个性化教育计划 （IEP） 之后，美国的特殊教育领域有所改善（Gustafson，2006 年;Wolfe Poel et al.， 2013）。在其他地方，全球教育组织和机构，如国家教师教育认证委员会（NCATE）和特殊儿童委员会（CEC）设计了新的策略，以改善特殊教育教师在课堂上使用AT的实践（Michaels & McDermott，2003年;Wolfe Poel et al.， 2013）。
Therefore, AT has made possible incredible improvements in special education, for example improving access to the curriculum for students who have a disability. Likewise, the selection and integration of AT devices will maximize the learning opportunities for learners with special needs (Gustafson, 2006). Although many studies have been conducted in such countries as the United States and the United Kingdom on the state of AT implementation for learners with special needs, little is known about the needs and rights of students with special needs in KSA (Al Rubiyea, 2010), as pointed out by Alfaraj and Kuyini (2014), who emphasized that there is a noticeable lack of comprehensive information about the use of AT in KSA. Aldabas (2015) and Alquraini (2012) emphasized the importance of using AT within the educational context. For all these above-mentioned reasons, this research will investigate special education teachers’ knowledge and competencies in utilizing AT in the classroom while teaching students with special needs. 因此，AT 在特殊教育方面取得了令人难以置信的进步，例如改善了残疾学生获得课程的机会。同样，AT 设备的选择和集成将使有特殊需要的学习者的学习机会最大化（Gustafson，2006 年）。尽管在美国和英国等国家对有特殊需要的学习者的 AT 实施状况进行了大量研究，但正如 Alfaraj 和 Kuyini （2014） 所指出的那样，人们对沙特阿拉伯有特殊需要的学生的需求和权利知之甚少（Al Rubiyea，2010 年），他们强调明显缺乏关于在沙特阿拉伯使用 AT 的全面信息。Aldabas （2015） 和 Alquraini （2012） 强调了在教育环境中使用 AT 的重要性。由于上述所有这些原因，本研究将调查特殊教育教师在课堂上使用 AT 的知识和能力，同时教授有特殊需要的学生。
Purpose and Significance of the Study 研究的目的和意义
A few studies have evaluated the usage level of AT and determined these problems (Alfaraj & Kuyini, 2014; 一些研究评估了AT的使用水平并确定了这些问题（Alfaraj & Kuyini，2014;
