INNOVATION FOR ALL: UNLEASHING THE POWER OF ASSISTIVE TECHNOLOGY IN SPECIAL EDUCATION IN ARABIC SPEAKING COUNTRIES
INNOVATION FOR ALL: UNLEASHING THE POWER OF ASSISTIVE TECHNOLOGY IN SPECIAL EDUCATION IN ARABIC SPEAKING COUNTRIES

Summary/Abstract: In this study, we look at how special education teachers are increasingly using assistive technology (AT) to help children with disabilities. Our research focuses on the available literature on AT implementation in special education in Arabic-speaking nations. Our analysis includes a look at the advantages, disadvantages, and prospective applications of AT in this setting. The study's findings shed light on a number of major topics that emerge from the literature. For starters, it highlights the importance of personalised and student-centered methods to AT implementation. Recognizing each student's unique needs and abilities means that AT interventions are personalized to optimize their impact. Furthermore, the study emphasizes the vital relevance of providing adequate training and continuous support to both teachers and students who use AT. Adequate training provides educators with the skills and knowledge needed to properly apply AT, while continual support ensures its continued effectiveness in the classroom. Furthermore, the evidence demonstrates AT's tremendous potential to improve outcomes across a wide range of academic and functional areas. Students can overcome barriers, learn key skills, and actively participate in their educational path by utilizing AT technologies. Finally, this paper explores the implications of these findings for future special education research and practice. The findings of the literature study serve as a platform for future research and show the importance of continuing to investigate the influence of AT on students with disabilities in Arabic-speaking nations. This study adds to the growing body of knowledge about assistive technology in special education, particularly in Arabic-speaking countries. It is a great resource for educators, policymakers, and researchers, emphasizing the significance of student-centered approaches, training, and the potential of AT to improve results for students with disabilities.

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