Abstract：
Assistive technology (AT) represents one way to improve access and participation in the school and home environments of people with disabilities (PWDs). This study analyzed the obstacles to AT acquisition, knowledge, use, recommendation, and training in special needs centers in the United Arab Emirates (UAE) from the perspective of professionals (teachers and therapists). A questionnaire was developed and its validity and reliability were confirmed. The questionnaire was distributed to all special-needs centers in the UAE via Survey Monkey, and 78 responses were received. The results indicate the nature of obstacles to AT use in special education centers in the UAE, with obstacles related to parents having the highest mean. The results also indicated a statistically significant difference in professionals\' perception of obstacles to using AT based on experience level, center location, and level of education. Implications for further research and recommendations for policy and practice are provided.
Use of assistive technology (AT) enhances accessibility for students with disabilities. Therefore, it is imperative for centers and schools to actively seek access to AT tools and services to meet the needs of students with disabilities.Educational institutions must establish clear AT policies and legislation to provide AT tools for students with disabilities and address barriers to their implementation.Qualitative studies should be conducted to better understand the obstacles perceived by students with disabilities, teachers, principals, other staff, and parents as well as to gather recommendations for improvement.
Use of assistive technology (AT) enhances accessibility for students with disabilities. Therefore, it is imperative for centers and schools to actively seek access to AT tools and services to meet the needs of students with disabilities.Educational institutions must establish clear AT policies and legislation to provide AT tools for students with disabilities and address barriers to their implementation.Qualitative studies should be conducted to better understand the obstacles perceived by students with disabilities, teachers, principals, other staff, and parents as well as to gather recommendations for improvement.
摘要：
辅助技术（AT）是改善残疾人（PWD）在学校和家庭环境中的访问和参与的一种方式。本研究分析了AT获取的障碍，知识,使用,recommendation,从专业人员（教师和治疗师）的角度在阿拉伯联合酋长国（阿联酋）的特殊需求中心进行培训。编制了问卷，并确认了其有效性和可靠性。问卷通过调查猴子分发给阿联酋的所有特殊需求中心，收到78份答复。结果表明，阿联酋特殊教育中心使用AT的障碍的性质，与父母平均最高有关的障碍。结果还表明，基于经验水平，专业人士对使用AT障碍的看法存在统计学上的显着差异，中心位置,和教育水平。提供了对进一步研究的影响以及对政策和实践的建议。
辅助技术(AT)的使用增强了残疾学生的可访问性。因此,中心和学校必须积极寻求使用AT工具和服务，以满足残疾学生的需求。教育机构必须制定明确的AT政策和立法，为残疾学生提供AT工具，并解决实施这些工具的障碍。应进行定性研究，以更好地了解残疾学生所感知的障碍，教师,校长,其他工作人员,和父母以及收集改进建议。
辅助技术(AT)的使用增强了残疾学生的可访问性。因此,中心和学校必须积极寻求使用AT工具和服务，以满足残疾学生的需求。教育机构必须制定明确的AT政策和立法，为残疾学生提供AT工具，并解决实施这些工具的障碍。应进行定性研究，以更好地了解残疾学生所感知的障碍，教师,校长,其他工作人员,和父母以及收集改进建议。
