This study aimed to investigate the current usage of electronic educational technology by educators in the context of teaching students with learning difficulties and disabilities at Haifa University. The research employed a qualitative analysis approach, utilizing the SAS software for both the analysis of questionnaire responses provided by academic staff and the coding of interview data. The interviewees included 40 students who represented various disabilities within the university and 20 academic professionals from the Department of Special Education. The studys results indicated a consensus among respondents that the provision of assistive technology in the university significantly enhances the learning experience for students with disabilities. This enhancement is seen through increased motivation and readiness to engage in learning. Additionally, university students with disabilities generally exhibit a positive attitude towards integration, with various forms of assistive technology playing a crucial role in facilitating this process. These technologies empower them to interact effectively within the academic and social communities. However, despite the numerous facilities and services provided by at the Academic Arab College of Education in Haifa, challenges persist for students with disabilities. Some specific challenges are encountered, notably by individuals with visual impairments. These challenges include the limited efficiency of screen reader-equipped devices for the blind and issues related to the quality of magnification tools. In light of these findings, this study formulates several recommendations and suggestions to improve the current situation.
Ghalia, Nadia; Ahlam, Darawsheh; and Isami, Eyal
"Empowering Education for Students with Learning Difficulties and Disabilities: A Faculty and Student Perspective on the Utilization of Assistive Technology at the Academic Arab College of Education in Haifa,"
Information Sciences Letters: Vol. 12
, PP -.
Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss12/12