The Role of Assistive Technology in Enhancing Learning Outcomes for Students with Educational Disabilities: Teachers' Perceptions in Amman Schools

Abstract

Assistive technology (AT) is an essential tool in inclusive education, supporting students with educational disabilities by improving their learning outcomes. However, its effectiveness largely depends on teachers’ perceptions and willingness to integrate AT into their instructional practices. This study examines teachers’ perceptions of AT in enhancing learning outcomes for students with educational disabilities in Amman schools. Methods: A cross-sectional study was conducted between October 2024 and January 2025 among 332 teachers working in learning disabilities centers and schools in Amman. A structured questionnaire was used to collect data on socio-demographic characteristics and perceptions of AT, categorized into three domains: perceived benefits, challenges in implementation, and teachers’ readiness and attitudes. A 5-point Likert scale was used, and responses were analyzed using SPSS software, with descriptive statistics and chi-square tests used to identify differences across demographic variables. Results: Overall, teachers exhibited positive perceptions of AT, with a mean total score of 85.4 ± 10.2, indicating strong support for its role in enhancing learning outcomes. The highest-rated benefits included improvements in reading, writing, and student engagement. However, challenges such as lack of training, limited resources, and difficulties in integrating AT into the curriculum were identified. Statistically significant differences were observed in age (p = 0.032), years of experience (p = 0.035), and educational level (p = 0.029), where younger teachers, those with moderate experience, and those with higher educational qualifications demonstrated more positive perceptions. Gender differences were not statistically significant (p > 0.05). Conclusion: The findings highlight the importance of AT in supporting students with disabilities, but also emphasize the need for professional training, policy support, and resource allocation to address implementation barriers. Future research should explore longitudinal impacts of AT use and effective intervention strategies to optimize its integration into inclusive education.

Received: 28 August 2025 / Accepted: 18 October 2025 / Published: 05 November 2025