درجة امتلاك معلمي التربية الخاصة والمعلمين النظاميين في المدارس الدامجة في محافظة عمان لكفايات التكنولوجيا المساندة ومعوقات ذلك من وجهة نظرهم
The study aimed to measure the extent to which special education teachers and regular teachers in inclusive schools in Amman Governorate possess assistive technology competencies, using a descriptive survey methodology on a purposive sample comprised of 130 teachers. The sample included 65 special education teachers distributed across inclusive public and private schools and special education centers, and 65 regular teachers distributed across inclusive public and private schools, for the first semester of the 2024/2025 academic year. An instrument was developed to measure assistive technology competencies and their barriers, and the instrument achieved appropriate reliability and validity indications. The results showed that the degree of competency possession among special education teachers and regular teachers in inclusive schools was high, with professional development ranking first, followed by knowledge, and then skills and application. There were statistically significant differences in favor of special education teachers compared to regular teachers in all domains. Additionally, the study did not show statistically significant differences attributed to the variable of workplace or type of experience, whereas there were differences in favor of teachers working with other types of disabilities compared to those dealing with learning difficulties. On the other hand, major barriers to using assistive technology competencies were identified, such as the lack of preparation and training for teachers on its use before service. The results also showed differences in barriers attributed to the workplace. In light of this, the researcher recommends enhancing assistive technology competencies by improving trainingprograms and professional support, and encouraging administration to support teachers’ efforts to ensure the improvement of education quality. (Author’s abstract)