Abstract:

The transformation of information technology (IT) into information and communication technology (ICT) draws the attention to “communication” as an important component added to information technology. This emphasizes the increasing role of computer networks and the internet in our social life. No one now denies the importance of the internet as a medium for communication that has its great impacts on people in our daily lives especially in the field of education. The rapidly changing nature of technology including the internet in our society affects each of us as well as our students and the opportunities they will have in their future life.

For students with special educational needs (SEN), the internet was found to be highly motivating; it can provide access to communication for those students who were previously cut off from such interaction. The internet can meet the needs of those students by its multimedia capabilities. It can open up the world to the students who are confined by socioeconomic or physical limitations. However, using the internet in a successful way will depend on the teacher and his understanding of how the internet can help his students and how it can be used to enhance their learning. That’s why teachers must be well prepared, open minded and skilful in using new teaching methods and new teaching strategies that are required to deal with such new learning media. Teachers are the key for applying new technologies in a successful way.

This paper is focusing on SEN teachers’ understanding to ICT in general and how they perceive using the internet as a communication tool in teaching students in general and students with special educational needs in particular. Within an interpretive paradigm, the study administered a semi-structure interview technique on nine Egyptian class-teachers distributed on six special schools in Cairo.

Findings indicate that Egyptian teachers hold favorable attitudes towards ICT. However, they are completely refusing any role the internet can play in education particularly in special schools. Moreover they were cautious about using the internet in their social life. The study relates these results to: (1) contextual factors including language, religion, and socio-culture, (2) personal factors including perceived benefits, previous experience, ICT knowledge, and SEN knowledge and lastly (3) organizational factors including school policy and training system. The study argues that all the three factors are interrelating and contributing in developing that view. Finally, the paper draws on the findings to provide recommendations for teachers’ professional development and for improving ICT practices.

Keywords:

ict, internet, special educational needs, sen, attitudes, teachers, egypt.