مدى امتلاك أخصائيي التربية الخاصة للكفايات والتكنولوجيا المساندة من وجهة نظر أعضاء الهيئتين الإدارية والأخصائية في مراكز التربية الخاصة في محافظة رام الله والبيرة
The current study aimed to identify the extent of possessing competencies and technological support among special education specialists perceived by members of the administrative and specialized bodies at special education centers in Ramallah and Al-Bireh governorates. The researcher followed the qualitative descriptive approach to achieve this study objectives. The study population consisted of all special education specialists who work in twenty-five centers in Ramallah and Al-Bireh governorates, numbering 130 specialists, with twenty-five directors of those centers. The purposive sample that was chosen consisted of special education specialists who work at special education centers in Ramallah and Al-Bireh governorates, to be specific, 10 specialists in different specializations like visual disability, auditory disability, autism, mental disabilities, and learning disability, and 5 of these centers’ directors. To achieve the study objectives, the researcher used semi-structured interviews to collect data and information, which were 15 interviews, and they were analyzed in a descriptive survey method based on the purposive sample. The validity of these interviews was confirmed by arbitration of its questions by seven arbitrators and by presenting the interviews after writing them to the participants before starting the analysis process. The interviews’ invariability was verified by re- analyzing the interviews by another researcher and calculating the percentage of concordance between her analysis and this study researcher analysis, where the ratio was 88% by adopting “Thematic Analysis”. The study results indicated that the possession of technological support competencies among special education specialists varies in the purposive sample, where 50% of this sample possessed the technological support competencies meanwhile the other 50% did not. The technological support was found at a rate of 50% at special education centers for the purposive sample. A number of recommendations were developed based on the results, here are the most important: the need to provide more technological support tools and devices at special education centers, since the lack of these tools and devices available is the main difficulty. The need for official entities that concern with special education centers and special education categories, provide support and guidance to specialists and administrations and provide technological support training courses with their applications to special education teachers and specialists during their service. (Author’s abstract)