Dr Nida Khan
Dr. Nida Khan is an accomplished Instructor in Psychology at Fatima College of Health Sciences (FCHS), Abu Dhabi, with extensive experience in teaching and counseling. Her dedication to fostering student success and enhancing psychological well-being has been a cornerstone of her professional career. Dr. Khan is actively involved in research and is the Co-Principal Investigator (Co-PI) of a prestigious project funded by the Ministry of Education, UAE, titled Development of Innovative Diagnostic Tools for Special Needs. This project, with a funding of 1.35 million AED, exemplifies her commitment to advancing psychological research and creating solutions that address critical societal needs. Her professional interests span psychological assessment, counseling strategies, and the integration of innovative methodologies in educational settings. Dr. Khan’s dedication to bridging theoretical knowledge and practical application makes her a key contributor to both academic and research domains.
Assistive Technology Use in Special Needs Education: A Review of Current Evidence.
Students with Special Educational Needs (SEN) are encouraged to achieve high academic standards to better understand the world, develop life skills, and achieve career success. In this regard, assistive technology (AT) has become a vital component in educational settings, significantly enhancing learning and communication for students with special needs. Despite the rapid advancements in technology across various sectors in the United Arab Emirates (UAE), research focusing on the use of AT in special needs education within the region remains limited. This review synthesizes existing evidence to explore the integration of AT tools, services, professional development opportunities, and the barriers encountered in UAE special needs centers. Both qualitative and quantitative research were examined to provide a comprehensive understanding of AT's impact. Findings showed that a range of AT de-vices is available to support students with different types of disabilities in classroom environments. However, some challenges, including limited access and lack of training hinder the effective use of AT. The study also high-lighted teachers' perceptions of AT, emphasizing the need for improved re-sources and targeted professional development. Recommendations are provided to enhance the integration and efficacy of assistive technology, ensuring better educational outcomes for students with special needs in the UAE.