The paper " Learning Process of Children with Disabilities " is a great example of a research proposal on education. Children with disabilities such as hearing impairment, visual impairment, and intellectual disability need to be assisted so that they can undergo the learning process like their colleagues who do not have any of the aforementioned disabilities. The type of assistance required for children living with any of these disabilities depends on how the disability affects the individuals. Hеаring imраirmеnt or deafness is defined as the “ reduced function or loss of the normal function of the hearing mechanism” (Inciong, Quijano, Capulong, Gregorio & Gines, 2007, p.
205). Visual impairment is “ a measured visual acuity of 20/70 or worse in the better eye, even after the vision is corrected to the extent possible, such as with glasses” (Centres for Disease Control and Prevention (CDC), 2015, para. 8). On the other hand, an intellectual disability refers to “ substantial limitations in present functioning” of individuals (American Association on Intellectual and Developmental Disabilities (AAIDD) cited by Handen, 2007, p. 553). Many of the learners who are affected by the disabilities that have been mentioned above are not able to benefit from the general public education systems that exist in most countries (Aldabas, 2015).
Children with any of the aforementioned disabilities (hеаring imраirmеnt, visual impairment, and intellectual disability) or other types of disabilities can be said to have special educational needs. As a result of recognizing special education needs, the field of special education has been introduced in many countries to take care of the educational needs of children with disabilities (Aldabas, 2015). A child is said to have special educational needs if she or he has a learning difficulty that makes it necessary for special educational provisions to be made for the child (Frederickson & Cline, 2009).
One of the characteristics that define a child who has a learning disability is a scenario whereby the child “ has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the local education authority” (Frederickson & Cline, 2009, p. 39).
Notably, disabilities such as hеаring imраirmеnts, visual impairments, and intellectual disability do hinder the ability of the affected children to use the educational facilities that are used by other children of comparable ages who do not have any form of disability. As a result of realizing the challenges posed by various types of learning difficulties, every country the world over has come up with its own system of offering special education services. In addition, countries across the world make efforts to improve their special education systems each year (Aldabas, 2015). Saudi Arabia is among the nations across the world which have made efforts to develop and improve their special education systems.
In particular, over the years, Saudi Arabia’ s special education system has changed to offer better support for the learning of children with disabilities by ensuring that such children get the same educational experience as those without disabilities (Aldabas, 2015; Alothman, 2014; Pinkton, 2014). This argument is supported by Alnaim (2015), who notes that the Saudi Arabian education system has paid much attention to the area of special education needs, especially in terms of providing assistance to children with learning disabilities.
It is further indicated that Saudi Arabia has given much attention to special education services over the last 15 years. The increased attention is reflected in regard to the growing number of special education services that are provided (Alnahdi, 2014). However, according to Alnahdi (2014), the notable growth in the provision of special education services has not been followed by the creation of the necessary support services that are required to ensure that the special education programs run smoothly. For instance, lack of equipment such as computers to support the use of assistive technologies in teaching children with disabilities has been identified as one of the limitations to the use technology in special education institutions in Saudi Arabia (Alfaraj & Kuyini, 2014) As well, Alnahdi (2014) notes that there has not been the adequate provision of a wide array of appropriate educational placements to support special education services. Additionally, Alnahdi (2014) argues that the expansion of special education services in Saudi Arabia has not been assessed with respect to how it is applied, the quality of output, as well as continued development.
Further, Alnahdi (2014) is of the view that “ it remains clear that the quality of these services has not improved significantly and the outcomes associated with these services have not changed” (p. 85). On the basis of the foregoing statements by Alnahdi (2014), the current study was conducted to evaluate how technology is used to help children with disabilities; to assess the challenges that schools face in their efforts to use technology in teaching children with disabilities, and to examine the perceptions that educators have towards using technology to meet the educational needs of children with disabilities. 1.2 Setting of the study