We present an academic study on the impact of the technological sensory environment in teaching students with special needs on academic achievement and social interaction in some Palestinian Ministry of Education schools in this publication. Dr. Ashraf Abu Khairin of Al-Quds University and Dr. Abdullah Al-Taiti of the University of Granada presented their findings. In May 2023, the research was presented at the Conference on Digital Education and the Future of Educational Technology at Palestine Ahliya University in Bethlehem.

The study presented a quantitative study on the method of monitoring work processes in ten public schools with sensory rooms. The study came to the following conclusions:

1. Calling for work on the availability of modern technological sensory environments in schools, as well as work on employing and using them appropriately.
2. Calling for research into the availability of modern technological sensory environments in schools, as well as research into hiring and appropriately using them.
3. Work on conducting more of these types of studies to add to the Palestinian Arab library’s collection of sensory studies.
4. The researchers also recommend that students with academic learning difficulties use the sensory room because of its effectiveness in improving academic achievement in reading, writing, and mathematics, as well as increasing social interaction among students of all grades and academic groups.

Summary

The purpose of this study was to determine the impact of the technological sensory environment in teaching students with special needs on academic achievement and social interaction in some Ministry of Education schools. The study population consisted of (10) schools with sensory rooms in Ministry of Education schools, which were chosen using a comprehensive survey method with (10) distributed respondents. To suit the nature of the study, the researcher employed an analytical descriptive approach. To collect data on the impact of the technological sensory environment on academic achievement and social interaction for students with special needs in some Ministry of Education schools. The researcher used the study tool that the researchers had created. The tool had four domains and fifty dimensions. The tool’s validity was confirmed by presenting it to a number of arbitrators and using the Pearson correlation coefficient.The internal consistency method was also used to calculate the stability coefficient of the study tool with its various dimensions by calculating the Cronbach alpha equation, where the value of the tool’s stability at the parameters was (. As a result, the tool has an excellent degree of stability, and the data were statistically processed by computing arithmetic means, standard deviations, the T-Test, and One-Way ANOVA.

Study introduction

Today, the world is witnessing rapid technological progress and great development in the fields of science and technology. As it had ramifications for the educational process in general, and the teacher and his position in particular, and this development resulted in a review of education, curricula, and teaching methods, encouraging student initiatives and developing scientific thinking skills, getting rid of memorization and indoctrination, and the use of modern technologies in education, and it also provided the teacher with educational techniques that can be used to enhance learning and increase achievement.

“It has also become critical for societies to develop their educational systems and move away from traditional rigid templates.” And to think in new patterns and modern methods that are consistent with the development process, to keep up with the world’s development and progress in light of the high demand from the information society for modern technical applications that are characterised by knowledge, efficiency, and design.” good” (2004 et al, Christopher).

Interested in educational systems now in information societies to prepare individuals (educated teachers) to use advanced technology effectively. According to (Al-Mousa and Al-Mubarak), information technology, as represented by computers, the Internet, and related multimedia, is one of the most successful means of providing a rich educational environment. The use and employment of educational technology and computers in the educational process is an important criterion for measuring progress in modern societies, covering all aspects of life, particularly since the emergence of Internet applications as a product of this advanced technology. And the resulting information revolution, which made the use of the computer and its techniques necessary; Behaviour required to keep pace with progress, and the transition from the limited to the unlimited in the use of the computer with all its modern technologies, as a result of the emergence of the global information network, which resulted in the benefit of new trends in education (Al-Mousa and Mubarak, 2005).

There is no doubt that educational technology presents a challenge to educators and those in charge of the educational process in our current era. This necessitates that every society that seeks to develop and grow its members scientifically and professionally keep up with the information age, which is characterised by the rapid developments and changes brought about by the world’s scientific and technological progress. Where the development process is reflected in various fields of life in general and education in particular, where this development was characterised by scientific, cultural, and technological progress, speed of communication, expansion in the use of modern technologies in education, and achievement of educational goals with efficiency and effectiveness to confront rapid changes in addition to the speed and accuracy of technical performance (Abd).

Study Questions

Main question

What is the impact of the technological sensory environment on academic achievement and social interaction in some Ministry of Education schools for students with special needs?

Secondary questions:

• What effect does the technological sensory environment have on raising the level of academic achievement among students who are integrated in the school’s sensory room, as observed by the resource room teacher?
• What effect does the technological sensory environment have on the level of social interaction among students who are integrated in the school’s sensory room, as observed by the resource room teacher?
• Are there statistically significant differences in the average degree of the effect of the technological sensory environment in raising the level of academic achievement and developing the level of social interaction in some Ministry of Education schools due to variables (gender, academic specialisation, educational qualification, years of experience)?

Goals of the study

The objectives of the study are:

1. The Ministry of Education is investigating the effectiveness of the technological sensory environment in raising the level of academic achievement for students with special needs in some of its schools.
2. An investigation into the effectiveness of the technological sensory environment in developing students with special needs’ level of social interaction in some Ministry of Education schools.
3. Highlighting technological sensory rooms as a qualitative new addition in the field of special education in Ministry of Education schools.
4. Exposing the sensory environment’s effectiveness in teaching students with special needs, as well as its impact on social interaction and academic achievement.
5. The researchers hope to provide a theoretical framework for Arab libraries on the effectiveness of the sensory environment in teaching students with special needs, as well as its impact on social interaction and academic achievement. And that the research yields results that benefit those involved in the educational process in order to reduce barriers to the use of assistive educational technologies for people with special needs.

The study of the sensory environment, its objectives, elements, and applications are defined.

The significance of sensory rooms (technical sensory environments)

Multisensory rooms facilitate sensory integration, which is the process of working with all of one’s senses. It aids in relaxation. Recognise emotions and recall memories Improve decision-making or reaction time Improve your self-esteem and control. Make effective communication and interactions. Understand, describe, form positive relationships, have lived experiences, and so on. Respond to changing stimuli (visual, tactile, proprioceptive, and so on). Behavioural changes and disorders are being reduced. Memory and visual interpretation, psychomotor skills, exploring the environment, gross and fine motor skills, self-recognition and spatial orientation – Working in those rooms does not necessitate complex activities, thereby increasing the duration of attention, focus, and perception (Abdul Rahman, 2006).

The sensory rooms’ (technological sensory environment’s) objectives

– Creating a fun and exciting environment. – Developing skills (focus – attention – visual sequence – perception, motor skills – balance) – developing a sense of confidence and self-affirmation – achieving communication and social interaction (Salwa Mahmoud, 2014).

The technological sensory environment is a secure environment in which to learn, play, and practise sensory, cognitive, and motor activities. It is one of the tools used to help with education and rehabilitation. The sensory environment (also known as the sensory room or the multi-sensory room) allows you to directly stimulate your senses. And quickly. Under the heading of supporting sensory tools, it usually includes sound, light, and various visual and tactile materials. The sensory environment is based on two fundamental principles: isolating the user from external distractions and stimuli. providing an immersive and user-customizable sensory experience. This is accomplished through the use of both technological and non-technological tools.

A sensory room is a catch-all term for a variety of therapeutic and educational spaces designed to promote self-regulation and positive change. When used properly, it can provide the following benefits: providing a safe space for the user, facilitating and improving the therapeutic, rehabilitative, or educational process, improving communication and social integration, and providing a facilitating environment for teaching skills and carrying out therapeutic activities. Encourage self-care, resilience, and healing.

Sensory environment elements

The sensory environment contains a variety of sensory elements that allow the user to stimulate one or more senses simultaneously. Lighting effects such as projectors, bubble tubes, coloured lights, optical fibres, ultraviolet lamps, and other optical instruments are commonly used. Nature sounds, animal sounds, and sounds from everyday life are examples of sound effects. Music: such as rhythmic and soothing music, which aids in sleep. Tactile effects include the touch wall, play dough, and various textures of materials. Sensory-kinesthetic instruments include the space bag, jockey swing, sailor, and interactive staircase. Cause and effect tools, such as the interactive Earth and the interactive sound system, change based on the user’s interaction with them. Soft environment elements include materials that are safe for movement and sitting, such as bean sofas and sponges on the floor and walls (Iris Interactive Solutions, 2022).

The sensory environment’s applications and the groups that benefit from it

The sensory environment can benefit everyone, without exception, because it is a humane and effective way for individuals to control stress levels and channel both positive and negative thoughts and emotions. As a result, it is a comprehensive and versatile tool. Particularly benefited are the education, health, and rehabilitation sectors. The sensory environment is typically required in primary schools, kindergartens, nurseries, rehabilitation centres, hospitals, and, more recently, homes, gyms, body care centres, airports, and companies with high-pressure work environments.

The sensory environment’s benefits are not limited to a specific age or to the skills and abilities of its users. Where children as young as three years old can enjoy this experience under the supervision of a specialist. It is also appropriate, simple to use, and secure. Sessions can be tailored to various age groups. Several recent studies have highlighted the effectiveness and impact of the sensory environment on its users. Despite the presence of the therapist or teacher within the sensory environment, who chooses the appropriate activities that achieve the desired goals, the individual interacts in the sensory environment without following orders or adhering to the strict laws of his surrounding environment. The sensory environment helps people who are going through normal developmental stages. Children with autism disorders, sensory difficulties, and learning difficulties are among the groups that benefit the most from these rooms, in addition to people with developmental disorders and special needs (Iris Interactive Solutions, 2022).