The relationship between special education teachers’ attitudes and their competencies in using assistive technology in Jordan

The present study aimed to investigate the extent of Jordanian special education teachers’ attitudes and competencies related to assistive technology (AT), evaluate their perceptions of its use in teaching students with disabilities in Jordan, and determine their competency level and its relationship with their attitudes. The researchers adopted a descriptive correlational approach. Data were collected using a questionnaire based on a five-point Likert scale, consisting of two subscales: the first measuring special education teachers’ attitudes toward using assistive technology (14 items), and the second measuring their competencies in the field of assistive technology (18 items). It was administered to a sample of 129 special education teachers. The study's results showed that special education teachers’ attitudes toward using assistive technology in educating students with disabilities were positive, and their competency level in employing AT was high. The results revealed a statistically significant, moderately strong positive correlation between special education teachers’ attitudes towards using assistive technology and their competencies in teaching students with disabilities (r = 0.579, p < 0.01). Furthermore, the results indicated no statistically significant differences in attitudes or competencies based on the variables of (gender, educational level, and years of teaching experience). The study recommended the necessity of providing specialized and sustainable training programs for special education teachers, contributing to the enhancement of their professional competencies and the reinforcement of their positive attitudes towards employing assistive technology in educating students with disabilities.