1. AlJundi, N. (2024) The Degree of Special Education Teachers' Proficiency in Using Modern Educational Technology Applications and Their Attitudes Towards It 

Abstract:
The study aimed to explore the level of competence of special education teachers in using modern educational technology applications and their attitudes toward them in Qatar. The study employed a descriptive methodology and selected a convenient sample of 218 special education teachers in Qatar. To achieve the study's objectives, a competency scale was developed, comprising 25 items distributed across three domains (competencies in planning and organization, implementation, and evaluation). Additionally, a questionnaire was developed to measure attitudes, consisting of 17 items. The validity and reliability of both instruments were verified. The results revealed that special education teachers in Qatar possess a high level of technological competencies, with study participants' evaluations scoring an average of (4.37) and a standard deviation of (0.52). Similarly, the attitudes of special education teachers toward using modern educational technology applications were rated as high, with an  average score of (4.40) and a standard deviation of (0.57). Furthermore, the results indicated no statistically significant differences in the mean scores of technological competencies among special education teachers in Qatar attributed to the variables of teaching experience and age. The study recommended providing periodic and comprehensive training programs for
special education teachers, focusing on enhancing their competencies in planning, organization, implementation, and evaluation using technological applications.

2. AlAssaf, N. (2024) The Effectiveness of a Training Program to Prepare an Instructional Unit according to the Principles of Universal Design for Learning (UDL) for Fifth-Grade Mathematics Teachers on Improving the Performance of Students in Inclusive Schools in the Capital Amman

Abstract:

The current study aimed to identify the effectiveness of a training program to prepare an educational unit according to the principles of design (UDL) for fifth-grade mathematics teachers in improving students' performance in inclusive schools in the capital, Amman. The study followed the quasi-experimental approach based on using the two-group design (experimental and control). To achieve the objectives of the study, two tools were prepared for the study: the first is a scale for applying the principles of comprehensive design for learning (UDL) to measure teachers' competencies, and the second is an achievement test to measure the performance of fifth-grade students in mathematics. The tools were applied to a sample of (30) male and female mathematics teachers and (50) male and female fifth-grade students who were selected intentionally from schools affiliated with the education directorates in the capital governorate of Amman in the Hashemite Kingdom of Jordan during the second semester of the year (2023/2024). The results of the study showed that there were statistically significant differences between the average performance of the two groups (experimental and control) in the post-application of the scale of competencies for teachers in preparing an educational unit according to the principles of universal design for learning (UDL) attributed to the difference in teaching method, and the differences were in favor of the members of the experimental group that underwent the training program on the scale as a whole and the sub-principles. The results also indicated that there were no statistically significant differences between the average performance of the members of the experimental group in the post-application and follow-up 163 on the principles of universal design and the scale as a whole, which indicates the existence of an effect of using the training program in the long term. The results also showed that there were statistically significant differences between the average performance of fifth grade students in the two groups on the post-application of the achievement test in mathematics, attributed to the difference in teaching method, as the differences were in favor of the members of the experimental group who were taught according to the principles of the Universal Design for Learning (UDL). There were no statistically significant differences between the average performance of the members of the experimental group in the post-application and follow-up on the test.

3. Hamdan,R. (2023) Designing software based on digital storytelling and evaluating its effectiveness in developing oral language skills among at-risk children enrolled in early intervention programs in Jordan.

Abstract:

The study aims to identify the effectiveness of digital story-based software in the development of oral language in children aged 3-6 years at risk and enrolled in early intervention programs. A sample of (30) children at risk was randomly distributed evenly into two groups: an experimental group and a control group. To achieve the objectives of the study, the researcher developed the oral language development scale for children at risk, and the indicators of honesty and the stability of the scales were confirmed. The software based on digital stories containing (4) levels for the age of (3-6) years was prepared, and the program as applied to the experimental group, while the control group was not exposed to any program.
The results showed that there are significant differences at the level of (0.05=) in the children's language development scale according to the experimental and control group variables in favor of the experimental group, and these results indicate the ability of digital story-based software to improve oral language in children at risk in early intervention programs, and the results also showed significant differences at the level of (α = 0.05) the level of performance of children at risk in the traceable language development Scale decreased because they had no follow-up. The researcher recommends applying the software based on digital stories with different age groups in order to ensure its effectiveness with all ages.

4. AlEradi, Z. (2022) Proposed Model for Transition Services in light of International Models and the degree of its applicability to students with Hearing, Visual and Physical Impairments from the perspective of service providers and students themselves 

Abstract:

The current study aimed to prepare a proposed model for transitional services in light of international models and measure the degree of its applicability to students with hearing, visual and motor disabilities from the point of view of service providers and the students themselves in the State of Kuwait. To achieve the objectives of the study, a model for transitional services was built through analysis of some international models for transitional services, so that it was Preparing a tool to identify transitional services so that it is applied to both students and service providers, and the psychometric properties of the tool were verified for validity and reliability. The proposed transitional services scale was applied to a sample of students whose number was (177) male and female students with hearing, visual and motor disabilities, and (71) male and female service providers. The results indicated a moderate degree of the proposed model for transitional services in the overall degree and dimensions. The results also indicated that there were differences in the application of transitional services in hearing, visual, and motor disabilities depending on the variable of the service provider in favor of the service provider. The results also indicated that there were differences in the application of transitional services within the disability. Visual according to gender and in favor of male students. The results also indicated that there are differences in transitional services according to auditory and visual disability  according to the sex of the service provider and in favor of males in visual disability and in favor of females in hearing disability. The results also found that the level of transitional services in auditory, visual and motor disabilities does not differ. Depending on the variable of the educational level of the service provider, a model for transitional services was also proposed based on the responses of students and service providers, and based on the results of the study, some recommendations were made, the most important of which is benefiting from the current model in building a model for providing transitional services to students in the State of Kuwait.