دور التكنولوجيا المساندة في البرنامج التربوي الفردي لذوي الاعاقة في الاردن
Individual Education Program (IEP) is a basic educational curriculum designed specifically
for the disabled, which parallels the normal curriculum in an ordinary education system. If
disabled or ordinary students succeed in the curriculum, it allows them to proceed from one
grade to another and from one stage to another.
The study aimed to determine the role of assistive technology in the success of the Individual
Education Program for disabled students in Jordan.
The data was collected from a purposive sample which consists of 129 teachers teaching
students from different categories of disability, such as; mental, motor, auditory, visual, and
autism disorder. Data was collected from centers and institutions of special education in the
governorates of Mafraq and Irbid located in Jordan. A set of questionnaire consisting 45 items
focusing on nine specific areas; communication, academic, sensory, kinetic, social, self-care,
daily life, organization, and computer use, was distributed. Data was analysed using the
descriptive approach consisting of a multi-variance analysis, mean values and the standard
The role of assistive technology in the success of IEP curriculum for student with disabilities
was high for all the nine areas of the questionnaire. Most importantly, it was found that there
are no statistically significant differences (? = 0.05) attributed to the variables including the
type of disability and the sex of the teacher.
The findings suggest that the governorates of Mafraq and Irbid, specifically, and the
governorates of other states in Jordan, generally, should conduct courses for teachers who are
teaching the disabled students, on the types of assistive technology that can be used in all areas
of the IEP and on how to use and sustain it.