تطبيقات التكنولوجيا في تنمية المهارات الاستقلالية لذوي الإعاقة العقلية من وجهة نظر معلمي التربية الخاصة
Date
2024-08-01
Authors
نُوران وجدي جميل عواد
Noran Wajdi Jamil Awwad
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت الدراسة التّعرف الى تطبيقات التكنولوجيا في تنمية المهارات الاستقلالية لذوي الاعاقة العقلية من وجهة نظر معلمي التربية الخاصة، كما هدفت إلى التّعرف دور متغيـرات الدراسة وهي: (الجنس، وسنوات الخبرة، والمؤهل العلمي، و فئة العمل) وقد تم استخدام المنهج الوصفي التحليلي لملائمته لأغراض الدراسة. وقد تكونت عينة الدراسة من(110) معلم ومعلمة من العاملين في مراكز التربية الخاصة في بيت لحم و ضواحي القدس، تم اختيارهم بطريقة العينة القصّدية ممن وافق على تعبئة الاستبيان. كما استخدمت الدراسة أداة مكونة من استبانة من تطوير الباحثة تكونت من أربعة مجالات وهي: المجال الأول ويتعلق بأهمية التكنلوجيا في تعليم ذوي الإعاقة العقلية، والمجال الثاني ويتعلق بأهمية التكنلوجيا في تحسين الاستقلالية لذوي الإعاقة العقلية، المجال الثالث ويتعلق بدرجة تطبيق التكنولوجيا مع ذوي الإعاقة العقلية، أما المجال الرابع فيتعلق بمعوقات استخدام تكنولوجيا في تدريس ذوي الاعاقة، حيث بلغـت الدرجـة الكليـة(75.4) لإستجاباتهم .
وأظهرت النتائج أن الدرجة الكلية للمتوسطات الحسابية لاستجابة افراد العينة على المجال الاول جاءت بدرجة متوسطة. وحصلت الفقرة " تساهم التكنولوجيا في تحسين الخـدمات المقدمة لذوي الاعاقة العقلية أكاديميا " على أعلى متوسط حسابي (3.93)، ويليها فقرة " تعتبر التكنولوجيا مكمل للاستراتيجيات التعليم التقليدية " بمتوسط حسابي (3.75). اما المجال الثاني جاءت بدرجة متوسطة. وحصلت الفقرة " تزيد التكنولوجيا في اتقـان مهارات الاستقلالية لذوي الإعاقة العقلية " على أعلى متوسط حسابي (3.85)، ويليها فقرة " تقلل التكنولوجيا من عبء المعلم في تعليم مهارات الاستقلالية لذوي الاعاقة العقلية " بمتوسط حسابي (3.69).
كما أظهرت النتائج انه لا يوجد فروق ذات دلالة إحصائية عند مستوى الدلالة(α ≤ 0.05) بين متوسطات مدى مساهمة التكنولوجيا في تنمية المهارات الاستقلالية لدى طلبة الإعاقة العقلية من وجهة نظر معلمي التربية الخاصة تعزى لمتغير (الجنس ، سنوات الخبرة، المؤهل العلمي، فئة العمل).
الكلمات المفتاحية: تطبيقات التكنولوجيا، المهارات الاستقلالية، ذوي الاعاقة العقلية
The study aimed to identify the applications of technology in developing the independence skills of people with mental disabilities from the perspective of special education teachers. It also aimed to identify the role of the study variables, which are: (gender, years of experience, academic qualification, and work category). The descriptive analytical approach was used to suit the purposes of the study. The study sample consisted of (110) male and female teachers working in special education centers in Bethlehem and the suburbs of Jerusalem. They were selected by the intentional sample method from those who agreed to fill out the questionnaire. The study also used a tool consisting of a questionnaire developed by the researcher, which consisted of four areas: the first area related to the importance of technology in teaching people with mental disabilities, the second area related to the importance of technology in improving the independence of people with mental disabilities, the third area related to the degree of application of technology with people with mental disabilities, and the fourth area related to the obstacles to using technology in teaching people with disabilities, where the total score for their responses reached (75.4). The results showed that the total score of the arithmetic means of the sample individuals' response to the first field was moderate. The paragraph "Technology contributes to improving the services provided to people with mental disabilities academically" received the highest arithmetic mean (3.93), followed by the paragraph "Technology is a complement to traditional educational strategies" with an arithmetic mean (3.75). As for the second field, it came at a moderate degree. The paragraph "Technology increases the mastery of independence skills for people with mental disabilities" received the highest arithmetic mean (3.85), followed by the paragraph "Technology reduces the teacher's burden in teaching independence skills to people with mental disabilities" with an arithmetic mean (3.69). The results also showed that there were no statistically significant differences at the significance level(α ≤ 0.05) between the averages of the extent of technology's contribution to the development of independence skills among students with mental disabilities from the point of view of special education teachers attributed to the variable (gender, years of experience, academic qualification, work category). Keywords: technology applications, independence skills, people with intellectual disabilities.
The study aimed to identify the applications of technology in developing the independence skills of people with mental disabilities from the perspective of special education teachers. It also aimed to identify the role of the study variables, which are: (gender, years of experience, academic qualification, and work category). The descriptive analytical approach was used to suit the purposes of the study. The study sample consisted of (110) male and female teachers working in special education centers in Bethlehem and the suburbs of Jerusalem. They were selected by the intentional sample method from those who agreed to fill out the questionnaire. The study also used a tool consisting of a questionnaire developed by the researcher, which consisted of four areas: the first area related to the importance of technology in teaching people with mental disabilities, the second area related to the importance of technology in improving the independence of people with mental disabilities, the third area related to the degree of application of technology with people with mental disabilities, and the fourth area related to the obstacles to using technology in teaching people with disabilities, where the total score for their responses reached (75.4). The results showed that the total score of the arithmetic means of the sample individuals' response to the first field was moderate. The paragraph "Technology contributes to improving the services provided to people with mental disabilities academically" received the highest arithmetic mean (3.93), followed by the paragraph "Technology is a complement to traditional educational strategies" with an arithmetic mean (3.75). As for the second field, it came at a moderate degree. The paragraph "Technology increases the mastery of independence skills for people with mental disabilities" received the highest arithmetic mean (3.85), followed by the paragraph "Technology reduces the teacher's burden in teaching independence skills to people with mental disabilities" with an arithmetic mean (3.69). The results also showed that there were no statistically significant differences at the significance level(α ≤ 0.05) between the averages of the extent of technology's contribution to the development of independence skills among students with mental disabilities from the point of view of special education teachers attributed to the variable (gender, years of experience, academic qualification, work category). Keywords: technology applications, independence skills, people with intellectual disabilities.
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Citation
عواد، نُوران وجدي. (2024). تطبيقات التكنولوجيا في تنمية المهارات الاستقلالية لذوي الإعاقة العقلية من وجهة نظر معلمي التربية الخاصة [رسالة ماجستير غير منشورة]. جامعة القدس.