MARC details
| 000 -LEADER |
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| fixed length control field |
16799nam a22002537a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
210420b2020 a|||f mb|| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
EG-CaNU |
| Transcribing agency |
EG-CaNU |
| 041 0# - Language Code |
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| Language code of text |
eng |
| Language code of abstract |
eng |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
658.4 |
| 100 0# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Magi Hossam- Eldin Atta Mahfouz |
| 245 1# - TITLE STATEMENT |
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| Title |
Effective Integration of Assistive Technology Into Inclusive Education: |
| Remainder of title |
An Implementation Model For Egypt / |
| Statement of responsibility, etc. |
Magi Hossam- Eldin Atta Mahfouz |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Date of publication, distribution, etc. |
2020 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
177 p. |
| Other physical details |
ill. |
| Dimensions |
21 cm. |
| 500 ## - GENERAL NOTE |
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| Materials specified |
Supervisor: Tarek Khalil |
| 502 ## - Dissertation Note |
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| Dissertation type |
Thesis (PH.D.)—Nile University, Egypt, 2020 . |
| 504 ## - Bibliography |
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| Bibliography |
"Includes bibliographical references" |
| 505 0# - Contents |
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| Formatted contents note |
Contents:<br/>Chapter 1 .................................................................................................................................. 1<br/>INTRODUCTION ..................................................................................................................... 1<br/>1.1 TECHNOLOGY USAGE IN PRE-UNIVERSITY EDUCATION: ............................................................................................. 1<br/>1.2 TECHNOLOGY USAGE FOR ASSISTING STUDENTS WITH DISABILITIES (SWDS): ................................................................ 1<br/>1.3 INCLUSIVE EDUCATION: ..................................................................................................................................... 2<br/>Chapter 2 .................................................................................................................................. 6<br/>ASSISTIVE TECHNOLOGY AND ITS IMPLEMENTATION ............................................. 6<br/>2.1 FROM EXCLUSION TO INCLUSION: ......................................................................................................................... 6<br/>2.2 THE IMPORTANCE OF INCLUSIVE EDUCATION: ......................................................................................................... 7<br/>2.3 DISABILITIES THAT REPRESENT A CHALLENGE IN INCLUSIVE EDUCATION: ....................................................................... 8<br/>2.4 INCLUSIVE EDUCATION AND AT: .......................................................................................................................... 8<br/>2.5 USA AS A MODEL FOR AT INTEGRATION INTO INCLUSIVE EDUCATION: ........................................................................ 9<br/>2.6 THE INDIVIDUALIZED EDUCATIONAL PLAN (IEP): ................................................................................................... 10<br/>2.7 CATEGORIZATION OF AT: ................................................................................................................................. 11<br/>2.8 BENEFITS OF AT: ........................................................................................................................................... 14<br/>2.8.1 Educational and Academic Benefits: .................................................................................................. 14<br/>2.8.2 Individual Benefits: ............................................................................................................................. 18<br/>2.8.3 Social Benefits: .................................................................................................................................. 18<br/>2.9 BARRIERS TO AT PROVISION AND USE: ................................................................................................................ 19<br/>2.9.1 The Equipment as a Barrier: ............................................................................................................... 21<br/>2.9.2 The Individual as a Barrier: ................................................................................................................ 23<br/>2.9.3 Financial Barriers: .............................................................................................................................. 26<br/>2.9.4 The Teacher as a Barrier: ................................................................................................................... 27<br/>2.10 ROGERS’ DIFFUSION OF INNOVATION THEORETICAL FRAMEWORK: ......................................................................... 31<br/>2.11 MODELS FOR THE PROCESS OF AT IMPLEMENTATION: .......................................................................................... 34<br/>2.11.1 Beigel’s Model for the Assessment of SwD Needs for AT: ................................................................ 35<br/>2.11.2 The SETT Framework: ....................................................................................................................... 36<br/>2.11.3 The Quality Indicators of AT Services (QIAT): ................................................................................... 36<br/>2.11.4 Edyburn’s Model for AT Choice, Acquisition and Implementation: .................................................. 37<br/>2.11.5 Edyburn’s Framework for the Effectiveness of AT: ........................................................................... 37<br/>2.12 INCLUSIVE EDUCATION HURDLES IN EGYPT: ........................................................................................................ 38<br/>Chapter 3 ................................................................................................................................ 41<br/>PROBLEM STATEMENT, OBJECTIVES & RESEARCH METHOD .............................. 41<br/>3.1 THE PROBLEM STATEMENT: ....................................................................................................................... 41<br/>3.2 THE RESEARCH OBJECTIVES: ....................................................................................................................... 42<br/>3.2.1 Main objective: .................................................................................................................................. 42<br/>3.2.2 Sub-objectives: .................................................................................................................................. 42<br/>3.3 THE PROBLEM SIGNIFICANCE: .................................................................................................................... 42<br/>3.4 THE RESEARCH METHOD: ........................................................................................................................... 43<br/>3.4.1 The Hypothesis: ................................................................................................................................. 43<br/>V<br/>3.4.2 The Theoretical Framework: .............................................................................................................. 43<br/>3.4.3 The Experiment: ................................................................................................................................ 44<br/>3.4.4 Participants and Setting: .................................................................................................................... 45<br/>3.4.5 AT devices and procedures for assessment: ....................................................................................... 46<br/>3.4.6 Data Analysis: ................................................................................................................................... 47<br/>3.5 THE RESEARCH VALIDITY: ........................................................................................................................... 47<br/>Chapter 4 ................................................................................................................................ 50<br/>FINDINGS AND DISCUSSION ........................................................................................... 50<br/>4.1 CATEGORIZATION OF RESPONSES ACCORDING TO THE SUB-OBJECTIVES: ..................................................................... 50<br/>4.1.1 THEME ONE (Sub-objectives 1 & 2); Shortage of Available AT devices in Egyptian Schools and<br/>Limited Usage: ........................................................................................................................................... 51<br/>4.1.2 THEME TWO (Sub-objective 3); Academic, Individual and social Benefits constrained by Inadequate<br/>Assessment: ............................................................................................................................................... 54<br/>4.1.3 THEME THREE (Sub-objective 4); Multiple Significant Barriers including Financial Constraints and<br/>Limited AT Knowledge: ............................................................................................................................... 59<br/>4.1.4 THEME FOUR (Sub-objective 5); Lack of IEP Team Guidance to the AT Implementation Process: ..... 70<br/>4.2 TESTING THE HYPOTHESIS ................................................................................................................................ 73<br/>4.3 SUMMARY OF TEACHERS AND PARENTS’ RECOMMENDATIONS: ................................................................................ 75<br/>Chapter 5 ................................................................................................................................ 77<br/>ASSITIVE TECHNOLOGY IMPLEMENTATION MODEL .............................................. 77<br/>5.1 THE IMPLEMENTATION SUBPROCESS: ....................................................................................................... 77<br/>5.1.1 PHASE 1: NEEDS ASSESSMENT AND IEP DEVELOPMENT .................................................................... 80<br/>5.1.2 PHASE 2: ASSISTIVE TECHNOLOGY IMPLEMENTATION ...................................................................... 89<br/>5.1.3 PHASE 3: ONGOING ASSESSMENT OF AT EFFECTIVENESS ................................................................. 94<br/>5.2 THE BARRIER ELIMINATION SUBPROCESS .................................................................................................. 99<br/>5.2.1 AT Awareness: ................................................................................................................................. 100<br/>5.2.2 Teachers’ Training: ........................................................................................................................... 102<br/>5.2.3 Financial Affordability: ..................................................................................................................... 105<br/>5.2.4 Laws and Legislations to Enforce the AT Implementation Process: ................................................. 107<br/>Chapter 6 ............................................................................................................................... 109<br/>CONCLUSION ..................................................................................................................... 109<br/>LIMITATIONS OF THE STUDY: ................................................................................................................................ 110<br/>FUTURE RESEARCH WORK: .................................................................................................................................. 110<br/>REFERENCES ..................................................................................................................... 112<br/>APPENDICES ...................................................................................................................... 120<br/>APPENDIX (A): TEACHER’S QUESTIONNAIRE ............................................................................................................. 120<br/>APPENDIX (B): PARENT’S QUESTIONNAIRE .............................................................................................................. 123<br/>APPENDIX (C): TEACHER’S QUESTIONNAIRE RESULTS CODED ...................................................................................... 126<br/>APPENDIX (D): PARENT’S QUESTIONNAIRE RESULTS CODED ....................................................................................... 127<br/>APPENDIX (E): SPSS ANALYSIS OF TEACHER’S AND PARENT’S QUESTIONNAIRES .............................................................. 128<br/>APPENDIX (F): MINISTERIAL DECREE NO. (42) FOR THE YEAR 2015 ............................................................................. 139<br/>APPENDIX (G): IEP TEMPLATE .............................................................................................................................. 144<br/>APPENDIX (H): A GUIDE LIST OF AT DEVICES ........................................................................................................... 156<br/>APPENDIX (I): MAHFOUZ, MAGY. " THE USE OF ASSISTIVE TECHNOLOGY TO EMPOWER THE DEAF & HARD OF HEARING FOR<br/>ENTREPRENEURSHIP & SELF-EMPLOYMENT IN EGYPT.” IOSR JOURNAL OF HUMANITIES AND SOCIAL SCIENCE (IOSR-JHSS). VOL.<br/>24 NO. 10, 2019, PP. 52-58. .............................................................................................................................. |
| 520 3# - Abstract |
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| Abstract |
Abstract:<br/>Students with Disabilities (SwDs) have been for long incapable to learn at the same level of<br/>normal students. The use of Assistive Technology (AT) tools and devices in teaching and<br/>learning of SwDs in general education is rapidly expanding in the developed countries. This is<br/>critical in inclusive education where SwDs are being taught in the same classroom side by side<br/>with normal students. Effective integration of AT devices in the classroom can provide SwDs<br/>the capability to access the general education curricula like normal students. Therefore, the<br/>adoption of AT devices in the inclusive education classes is an essential step for SwDs to<br/>interact with their peers and teachers to achieve the required gains from<br/>education. Unfortunately, in developing countries and Egypt in particular, there are many<br/>obstacles that hinder the proper progress of SwDs in education especially when they are in<br/>inclusive classes.<br/>The objective of this study is to develop a model for an effective and successful integration of<br/>AT into the inclusive education in Egypt. The research work included desk research to explore<br/>the different previous experiences worldwide, and the findings of other research works. A twomonths<br/>field experiment was carried out. The experiment was done by availing selected AT<br/>devices to be used by a number of Egyptian SwDs. The used AT devices included low-tech<br/>devices, software applications on the iPad, and FM system for the hearing-impaired students.<br/>After sixty school days, a questionnaire was presented to their teachers and parents to reflect<br/>their opinion regarding the impact of the AT devices on their education progress. Fifteen<br/>teachers and ten parents were included. The data analysis was mainly qualitative.<br/>The outcome of the experiment was arranged in four major themes. 1) Scarcity in availability<br/>of AT devices in the Egyptian schools; and even though in those schools where AT devices are<br/>available, their usage is limited. 2) Although there are obvious academic, individual, and social<br/>benefits from using these devices, yet these benefits are inadequately assessed. 3) A multiple<br/>of significant barriers exist including financial constraints and limited AT knowledge. 4) Last<br/>but not least, the lack of Individualized Education Plan (IEP) for the AT implementation<br/>process is a significant obstacle.<br/>This research work suggests an implementation model for effective inclusive education system.<br/>The model augments the benefits of the AT devices through an implementation process and<br/>eliminates or at least mitigates the barriers through a barrier elimination process. The<br/>implementation process consists of three phases. Phase one includes the identification of<br/>students’ weakness; IEP team formation; and identification of the abilities and the needs of the<br/>students with difficulties or disabilities, examining the different environments within the<br/>school, and plan the required appropriate tasks. Phase two includes the selection, acquisition,<br/>and implementation of the appropriate AT devices. Phase three is the follow-up for the progress<br/>and applying any necessary modifications of the process. A suggested template for the IEP has<br/>been developed to assist teachers of inclusive education in integrating AT devices according<br/>to the proposed model. Eliminating the Barriers includes augmenting awareness, the training<br/>of teachers of SwDs, financial facilitations and modification of laws and legislations. The study<br/>was limited by the relatively small sample size.<br/>KEYWORDS: Students with Disabilities (SwDs) - Assistive Technology (AT) - Inclusive<br/>Education - Individualized Educational Plan |
| 546 ## - Language Note |
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| Language Note |
Text in English, abstracts in English. |
| 650 #4 - Subject |
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| Subject |
MOT |
| 655 #7 - Index Term-Genre/Form |
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| Source of term |
NULIB |
| focus term |
Dissertation, Academic |
| 690 ## - Subject |
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| School |
MOT |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Thesis |
| 650 #4 - Subject |
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309 |
| 655 #7 - Index Term-Genre/Form |
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187 |
| 690 ## - Subject |
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309 |