The Reality of Educational Technology Use in Teaching Students with Special Needs at the Tobruk Center for Persons with Disabilities

Abstract

This study investigates the use of educational technology in teaching students with special needs at the Tobruk Center for Persons with Disabilities, from the teachers’ viewpoint. Through a descriptive-analytical approach, data were gathered from 61 teachers Findings revealed a relatively high level of technology integration (mean scores: 3.68–4.45 on a 5-point Likert scale), with lesson-planning tools used most frequently and computer-based instruction for independent living skills used least. Usage did not differ significantly by gender or academic qualification, but older, more experienced teachers demonstrated greater engagement. Key barriers include inadequate infrastructure, insufficient funding, lack of specialized software, and limited professional training despite teachers’ strong willingness to adopt technology. The study recommends modernizing technological resources, providing targeted training, and enhancing institutional support. It also advocates for awareness-raising through seminars and conferences to promote inclusive practices. Aligning local efforts with global standards is essential to improving educational outcomes for students with disabilities.