Evaluating the Efficacy of Tablet-Based Assistive Technology in Saudi Special Education Settings


  • Mohamad Ahmad Saleem Khasawneh


Tablet-based assistive technologies; special education; educator perceptions


This study examined the experiences of special education teachers in Saudi Arabian classrooms regarding the integration of tablet-based assistive technologies (TBAT). It explored the thoughts and issues encountered by educators, as well as the outcomes of these innovations on academic progress and functionality. The demographic of the study was a group of educators consisting of staff members with a moderate level of expertise, primarily located in high schools that serve diverse communities. The participants indicated favorable sentiments towards the advantages of TBAT, such as heightened involvement, customized learning results, and enhanced communication abilities. Nevertheless, obstacles, such as insufficient training, restricted resources, and reluctance to embrace change, were acknowledged. Correlation and regression studies demonstrate the connections between perceived advantages, difficulties, and the influence of TBAT on academic advancement, highlighting the predictive nature of educators’ opinions. Enhancing the results of special education in Saudi Arabia may be achieved by providing specialized professional development to professionals, improving technical assistance, aligning TBAT implementation guidelines with local settings, and establishing a consistent framework for continuing evaluation.



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