Saudi Teachers’ Recommendations for Using Smartboards with Students with Communication Disorders | ||
| مجلة التربية الخاصة والتأهيل | ||
| Volume 23, Issue 72.1, November 2025, Pages 1-39 PDF (450.53 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/sero.2025.465725 | ||
| Author | ||
| Mohammed Alqahtani | ||
| King Khalid University | ||
| Abstract | ||
| Integrating smartboards into classrooms for students with communication needs represents a practical approach to incorporating technology in education. Prior research has demonstrated the advantages of smartboard use for students with disabilities (SWDs) and second-language learners. However, limited attention has been given to understanding teachers’ recommendations for using smartboards with students who have communication needs. To address this gap, I conducted an exploratory qualitative study examining Saudi teachers’ recommendations regarding smartboard use in classrooms serving students with communication needs. Data were collected through in-depth interviews and analyzed using reflexive thematic analysis. The findings revealed that teachers emphasized the importance of training and professional development to enhance effective smartboard use. The implications of this study point to the necessity of additional research to further explore teachers’ perceptions of smartboard integration for students with communication needs, as well as the importance of offering targeted training and encouraging self-directed learning opportunities for both preservice and in-service teachers to improve their use of smartboards in inclusive classrooms. | ||
| Keywords | ||
| Keywords: Students with Communication Needs; Smartboards; Teacher Perceptions; Reflexive Thematic Analysis; Saudi Arabia | ||
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