دور التكنولوجيا المساندة في البرنامج التربوي الفردي لذوي الاعاقة في الاردن

Background 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. Purpose The study aimed to determine the role of assistive technology in the success of the Individual Education Program for disabled students in Jordan. Methodology 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 deviations. Findings 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. Significance 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.