iPad’s contributed to enhance inclusion of students with visual impairment in public schools

Abstract

This study aimed to identify the extent iPad’s contributed to enhance inclusion of students with visual impairment (partially) in public schools. The study used the descriptive and analytical approach. The population consisted of (160) students who received iPad device within the “vision project” implemented at UNRWA schools in Gaza strip. The study used a questionnaire prepared and adapted by the researcher, to measure degree of iPad’s contribution to inclusion in general and at three dimensions: academic, psychological, and behavioral. Results showed the level of iPad’s contribution to enhance inclusion among students with visual impairment was high, with an average of 2.70 and a relative weight 90%. Concerning the three dimensions, results showed the academic attained as average of 2.77 with relative weight 88.6%, however in the second dimension (psychological) the mean was 2.98 with relative weight 99.3%, lastly for the third dimension (behavioral), the mean was 2.67 with relative weight 89.0%. This indicated high level of iPad’s contribution to enhance inclusion of students with visual impairment at public schools specifically at UNRWA schools. The study recommended use iPads for best inclusive practices.