The Use of Technology to Support the Learning of Children with Down Syndrome in Saudi Arabia

Areej Alfaraj, Ahmed Bawa Kuyini


The research employed a survey questionnaire to explore the type of technological tools available in schools forchildren with Down syndrome (DS) in Saudi Arabia, perceptions of teachers toward the benefits of technology-assistedlearning for DS students, the skills that children with DS need to use technology, the challenges of using technology forchildren with DS, and what can be done to improve the use of technology for children with DS. The data from the 20teachers in two schools were analysed using qualitative data analysis procedures, which yielded several themes.The findings show that the sampled schools have different types of technologies but computers, iPads and projectorsare the most commonly used devices, although there are other devices such as DVD players, mobile phones, andloudspeakers among others. Many teachers understand the benefits of using technology to support children with DSand their views are supported by studies conducted in the past on the same area as presented in extant literature. Thekey challenges to using technology as identified by the teachers include lack of resources such as computers, lack ofsoftware designed in Arabic, and lack of training for teachers to enable them to support children with DS.Recommendations are discussed.

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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