Arab Educational Information Network

The study aimed to identify the degree to which teachers of students with special needs possess supportive technological competencies in government schools affiliated with the Directorate of Education, Tafila region in Jordan. To achieve the objectives of the study, a questionnaire was developed to measure the degree to which resource room teachers possess supportive technological competencies in government schools affiliated with the Tafila Directorate of Education in Jordan, which consisted of (28) items divided into four main dimensions: (assistive technology devices, assistive technology employment, assistive technology evaluation, technology employment ethics), and the study population was sampled from all resource room teachers in schools affiliated with the Tafila Directorate of Education. They numbered (110) male and female teachers, and the descriptive survey method was used. The study found that the general average degree of resource room teachers’ possession of supportive technology competencies was average, and the field of ethics in employing technology ranked first, while the field of evaluating supportive technology came in last place. It showed that there were no statistically significant differences in the overall score for the degree to which resource room teachers possess supportive technological competencies according to gender and academic qualification or the interaction between gender and academic qualification. The study recommended the necessity of working on preparing continuous and updated training programs aimed at raising the supportive technological competencies of student teachers. People with special needs. (Published abstract)