Technological Challenges and Professional Needs of Special Education Teachers in Implementing Digital Technologies within Inclusive Education Settings: A Qualitative Study in Asir Region

Abstract

The present study aimed to identify the challenges faced by female teachers of students with learning disabilities in using digital technologies within inclusive education settings, as well as to explore the needs of male and female teachers of students with learning disabilities related to the implementation of digital technologies from their own perspectives. To achieve these objectives, the researchers adopted a qualitative approach. The study sample consisted of seven female teachers of students with learning disabilities in the Asir region. Data were collected through individual interviews and analysed using thematic analysis. The findings revealed that a number of challenges limited their use of digital educational technologies across several dimensions. The most prominent of these were educational challenges, including those related to the teacher, the learner, and school administration, as well as economic challenges, environmental challenges, and internet-related challenges. With regard to their needs for addressing these challenges, the findings indicated the presence of technological needs, such as the need for digital platforms, digital devices, and support within virtual learning environments, in addition to professional development and awareness needs, as well as broader community-related needs. In light of these findings, the researchers proposed a number of recommendations and suggestions for future studies.