[Paper Review] SUCCESS CRITERIA FOR IMPLEMENTING TECHNOLOGY IN SPECIAL EDUCATION: A CASE STUDY

Mohammed Fakrudeen, Mahdi H. Miraz+1 more|arXiv (Cornell University)|Jan 1, 2013

Assistive Technology in Communication and Mobility7 references3 citations

TL;DR

This study identifies critical success criteria for implementing ICT in special education within Saudi Arabia, using a mixed-methods case study across four schools. It reveals that educator competence, administrative support, assistive technology quality, and pedagogical alignment are key enablers, with findings forming a framework to guide effective technology integration in inclusive special education settings.

ABSTRACT

The Kingdom of Saudi Arabia (KSA) has made a large investment in deploying technology to develop the infrastructure and resources for special education. The aims of the present research were to find out the rate of return of these investments in terms of success and, based on the findings, to propose a framework for success criteria. To achieve these aims, a mixed methodology-based research was conducted. Our study found that the use of technology in special education could not reach the desired level of implementation. We found that various success criteria such as professional experience and technology skills of special educators, administrative support, assistive hardware issues and assistive software issues, pedagogical issues, and teaching style are the key influencing factors of the implementation process.

Motivation & Objective

• To evaluate the return on investment in ICT infrastructure and resources for special education in Saudi Arabia.
• To identify the key factors influencing the successful implementation of technology in special education classrooms.
• To develop a comprehensive framework of success criteria for ICT integration in special education based on empirical findings.
• To address the gap between policy-driven ICT investments and actual classroom implementation effectiveness in inclusive schools.

Proposed method

• Employed a mixed-methods research design combining qualitative (interviews, focus groups, observations) and quantitative (structured questionnaires) data collection.
• Conducted a multi-case study across four public intermediate schools for boys in the Hail region, KSA, involving 50 special students, 10 special educators, and 4 administrators.
• Used translated English and Arabic versions of the educator questionnaire to ensure accessibility and reduce language bias.
• Collected and analyzed data through statistical analysis, thematic coding of interview transcripts, and triangulation of findings across multiple data sources.
• Focused on identifying systemic barriers and enablers related to ICT use, including teacher skills, administrative support, and assistive technology quality.
• Developed a success criteria framework based on synthesized findings from both qualitative insights and quantitative survey results.

Experimental results

Research questions

• RQ1 To what extent is ICT currently being implemented in special education classrooms in Saudi Arabia’s public schools?
• RQ2 What are the primary factors influencing the success or failure of ICT implementation in special education settings?
• RQ3 How do the professional experience, technology skills, and teaching styles of special educators impact ICT integration?
• RQ4 What role does administrative support play in enabling or hindering the effective use of assistive technologies in special education?
• RQ5 How do assistive hardware and software issues affect the daily implementation of ICT in inclusive classrooms?

Key findings

• The implementation of ICT in special education across the studied schools fell short of desired levels, indicating a significant gap between investment and actual classroom use.
• Special educators' professional experience and technology skills were identified as critical success factors, with many lacking confidence in using ICT independently.
• Administrative support was found to be inconsistent, with insufficient guidance and monitoring mechanisms in place to ensure effective technology integration.
• Significant issues were reported with assistive hardware and software, including outdated equipment, lack of compatibility, and limited availability of Arabic-enabled tools.
• Teaching styles remained predominantly instruction-oriented, with educators reluctant to adopt technology unless immediate support was available.
• Despite limited teacher proficiency, special students at the intermediate and secondary levels were actively using social networking sites and forming self-organized technology groups, indicating strong digital engagement and 'digital native' tendencies.