The role of the technological sensory environment in teaching students with disabilities on academic achievement and social interaction from the point of teachers view of schools in the Directorate of Bethlehem and Hebron

Abstract

The study aimed to identify the role of the technological sensory environment in teaching students with disabilities about academic achievement and social interaction from the point of view of teachers in the schools. The descriptive approach was used using quantitative and qualitative analysis, using a questionnaire, and open-ended questions. The study population consists of (10) teachers in (10) schools, using a comprehensive survey method. The study sample consisted of (10) teachers who were chosen intentionally, each teacher represents a sensory room. The study indicated that the arithmetic mean of the total score for all dimensions reached (3.93), which is a high score, and all dimensions also came in with a high score. The dimension of the sensory environment and its contents obtained the highest arithmetic mean (4.00), and the dimension of the technological sensory environment obtained an arithmetic mean (3.97), as did the dimension of social interaction with an arithmetic mean (3.94). with the arithmetic mean (3.82), The results of the qualitative analysis showed that the sensory room helps to improve the performance of the children and that the teachers have fully agreed on the technological sensory environment and its contents and the social interaction that it helps the children in improving the social and academic skills. A set of recommendations consisted of calling for work on the availability of the modern technological sensory environment in schools, as well as the use of various technological applications with their different sensory stimuli in schools.