Using Assistive Technology with Blind Students in Jordanian Public Schools

Abstract

This paper explores the application of assistive technology (AT) to blind students in the Jordanian public schools. A mixed-methods design was adopted, which incorporated semi-structured interviews with teachers and administrators and questionnaires that were sent to blind students and their families. The questionnaire contained 20 questions which were measured on a five-point Likert scale and interviews on perceptions, challenges and recommendations were conducted. Pilot testing and expert review enhanced the validity, whereas reliability was checked with the help of Cronbach alpha. Examination indicates that screen readers, Braille devices and audio books are extensively utilized with barriers to complete inclusion being limited to funding, teacher training and gaps in policies. Suggestions are also made to enhance practices of inclusive education.