000			09936nam a22002657a 4500
008			201210b2023 a|||f bm|| 00| 0 eng d
024	7		_a0
040			_aEG-CaNU _cEG-CaNU
041	0		_aeng _beng
082			_a658.4
100	0		_aWalaa Mohamed Hassan Attia _93225
245	1		_aInvestigating the Use of Assistive Technologies for Students with Learning Disabilities _c/Walaa Mohamed Hassan Attia
260			_c2023
300			_a105p. _bill. _c21 cm.
500			_3Supervisor: Mohamed Mamdouh Awny
502			_aThesis (M.A.)—Nile University, Egypt, 2023 .
504			_a"Includes bibliographical references"
505	0		_aTABLE OF CONTENTS DEDICATION ................................................................................................................ i ACKNOWLEDGMENT................................................................................................ ii DECLARATION ..........................................................................................................iii ABSTRACT.................................................................................................................. iv TABLE OF CONTENTS.............................................................................................. vi LIST OF ABBREVIATIONS....................................................................................... ix LIST OF FIGURES........................................................................................................ x LIST OF TABLES ........................................................................................................ xi CHAPTER 1: INTRODUCTION .................................................................................. 1 1.1 DOCUMENT OUTLINE..................................................................................... 3 CHAPTER 2: LEARNING DISABILITIES ................................................................. 4 2.1 PREFACE ............................................................................................................ 4 2.2 TYPES OF DISABILITIES................................................................................. 4 2.2.1 Learning Disabilities..................................................................................... 4 2.2.2 Learning Disabilities Types .......................................................................... 5 2.2.2.1 Dysgraphia ............................................................................................. 6 2.2.2.2 Dyspraxia ............................................................................................... 7 2.2.2.3 Dyscalculia (Math dyslexia) .................................................................. 7 2.2.2.4 Auditory Processing Disorder (APD) (Auditory Dyslexia)................... 7 2.2.2.5 Language Processing Disorder (LPD) ................................................... 7 2.2.2.6 Dyslexia.................................................................................................. 8 2.2.2.6.1 Concept of Dyslexia........................................................................ 8 2.2.2.6.2 Symptoms of Dyslexia .................................................................... 9 2.2.2.6.3 Types of Dyslexia ......................................................................... 11 2.3 ASSISTIVE TECHNOLOGY FOR LEARNING DISABILITIES................... 15 2.3.1 Benefits of Using Technology .................................................................... 18 2.4 FORMS OF DYSLEXIC ASSISTIVE TECHNOLOGY .................................. 20 2.4.1 Reading Assistive Technologies ................................................................. 20 2.4.2 Writing and Spelling Assistive Technologies............................................. 28 vii 2.4.3 Speech Recognition..................................................................................... 29 CHAPTER 3: RESEARCH METHODOLOGY ......................................................... 47 3.1 PROBLEM STATEMENT ................................................................................ 47 3.2 RESEARCH QUESTIONS................................................................................ 47 3.3 RESEARCH OBJECTIVES .............................................................................. 48 3.4 SIGNIFICANCE OF RESEARCH.................................................................... 48 3.5 RESEARCH METHODS................................................................................... 48 3.6 RESEARCH DESIGN ....................................................................................... 49 3.7 DATA COLLECTION....................................................................................... 49 3.7.1 The Exploitation of Secondary Data ........................................................... 50 3.7.2 Semi-Structured Interviews......................................................................... 51 A) Exploratory Phase Interviews ..................................................................... 51 B) Main Stage of Data Collection.................................................................... 55 3.7.3 Non-Participatory Observation ................................................................... 57 3.8 DATA ANALYSES........................................................................................... 58 CHAPTER 4: RESULTS ............................................................................................. 60 4.1 DISCUSSIONS .................................................................................................. 60 4.2 SUMMARY ....................................................................................................... 68 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ............................... 70 5.1 CONCLUSIONS................................................................................................ 70 5.2 FUTURE RESEARCH ...................................................................................... 72 5.3 LIMITATIONS.................................................................................................. 72 5.4 REASONS FOR NOT USING ASSISTIVE TECHNOLOGIES IN LEARNING CENTERS IN EGYPT.................................................................................................. 73 5.5 RECOMMENDATION ..................................................................................... 73 REFERENCES............................................................................................................. 76 APPENDICES.............................................................................................................. 79 APPENDIX A: DETAILS OF THE CENTERS...................................................... 79 a) Learning Resource Center (LRC)............................................................... 79 b) IKIDS Academy.......................................................................................... 84 c) Different Abled Initiative............................................................................ 87 d) Be Creative Center...................................................................................... 89 APPENDIX B: INTERVIEW GUIDE..................................................................... 92 Appendix B-1: The First Interview Guide ........................................................... 92 Appendix B-2: The Second Interview Guide....................................................... 93
520	3		_aAbstract: Assistive technology has been available to assist in educating students with learning disabilities for many years. However, many tutors lack knowledge about the availability and/or the possibilities of this technology, which results in its underutilization. Hence, the technology that helps children enhance their cognitive and academic abilities is not benefiting them as it should. This research aims to identify assistive technologies that can support students with learning disabilities in developing their academic and cognitive skills from the perspectives of specialists in relevant educational centers. The obstacles that limit the provision of assistive technology are also identified, and appropriate suggestions are developed to overcome them. A qualitative approach was used to achieve these research objectives. The researcher conducted interviews to gather data from specialists in four different educational centers. A review of the literature on the global availability and use of assistive technology, along with interviews with specialists and center managers, as well as observations at centers, helped raise awareness of its availability. This also highlights the importance of utilizing assistive technology for individuals with learning disabilities. In this research, 84 valid responses were obtained through interviews with individuals from Egypt who are indulging in educational centers. Analyses of the data confirmed the effectiveness of assistive technology in aiding individuals who have learning disabilities. Interviews with tutors and managers from different centers included a range of questions regarding the utilization of assistive technology for individuals with learning disabilities. Responses reveal that specialized centers and parents of children with disabilities lack comprehensive knowledge about assistive technology. Hence, they need specialized awareness campaigns. This research provides valuable information on the provision of assistive technology and the education of children with learning disabilities, aiming to enhance their developmental and academic competence.
546			_aText in English, abstracts in English.
650		4	_aMOT _9309
655		7	_2NULIB _aDissertation, Academic _9187
690			_aMOT _9309
942			_2ddc _cTH
999			_c10288 _d10288