Teacher Satisfaction with the Availability of Assistive Technologies for Students with Sensory Impairments in Inclusive Schools

Ali Hamad Albalhareth, Suhib Saleem Saleem
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This study investigates teacher satisfaction with available assistive technology (AT) for students with sensory impairments in their classrooms. The study group included teachers of deaf and hard of hearing (Dhh) and blind and visually impaired students in Najran region, a southern city in the Kingdom of Saudi Arabia. The findings suggest that teachers of students with sensory impairments feel that their schools should provide them with updated AT to better serve their students. Additionally, the results indicate that satisfaction with the available AT was not impacted by the teacher’s gender. This study reinforces that more AT must be provided for students with sensory impairments. In addition to increasing the availability of AT, schools should educate teachers on techniques associated with implementing AT in their classrooms. This study confirms the importance of the technology in the educational process and the success of achieving its objectives.


Assistive technologies, Students with sensory, Impairments, Teacher satisfaction, Inclusive schools

Full Text:



Albalhareth, A.H. & Saleem, S.S. (2023). Teacher satisfaction with the availability of assistive technologies for students with sensory impairments in inclusive schools. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(5), 1204-1218. https://doi.org/10.46328/ijemst.3541

DOI: https://doi.org/10.46328/ijemst.3541


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International Journal of Education in Mathematics, Science and Technology (IJEMST) 
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Editors: Ismail Sahin & Mack Shelley

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)

International Society for Technology, Education and Science (ISTES)