The Reality of Employing Electronic Teaching Aids in Teaching by Teachers of Students with Attention Deficit Hyperactivity Disorder (ADHD)

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This study aimed to recognize reality of using electronic educational devices in teaching students with attention deficit hyperactivity disorder (ADHD). To achieve these goals, the researcher used a descriptive, analytic method. Sample of the study consisted of (140) male and female teachers working in schools which have programs for attention deficit hyperactivity disorder in Riyadh in the school year 1438/1439H. Results of the study revealed that overall mean of dimensions of teacher's use of electronic educational devices in teaching students with attention deficit hyperactivity disorder referred to a high practice.
The study also found that teachers face many barriers which hinder their use of electronic educational devices in teaching students with attention deficit hyperactivity disorder. Domain of (barriers related to the environment) came first among barriers which hinder their use of electronic educational devices in teaching students with attention deficit hyperactivity disorder followed by domain of (barriers related to the entity which supervises teachers). Barriers related to the teacher came third and barriers related to curriculum came fourth. Dimension of (barriers related to the students) came fifth and last.

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