The Role of the Computerized Early Intervention Programs in Developing Social Communication Skills and Language Skills for Children with Disabilities

Abstract

The study aimed to identify the role of computerized early intervention programs in developing social communication and language skills among children with disabilities. A qualitative research approach was used, where in-depth interviews were conducted with five mothers of children with disabilities (intellectual disability, autism spectrum disorder) enrolled in the early intervention unit in Zarqa Center for Inclusive Day Services. The results showed that these programs significantly contribute to developing the social communication and language skills of children with disabilities, helping to integrate them into society, in addition to their effectiveness in enriching the educational process. The results also showed that the most prominent reasons for using computerized early intervention programs are the Corona pandemic and its consequences, where there was a lack of education and training for children with disabilities. In addition, the results revealed a lack of programs that support the Arabic language, and a lack of using it  for children with disabilities in their educational environments, such as centers and schools. The study recommended strengthening early childhood intervention programs with technology and supportive techniques, and developing special computer software that supports the Arabic language.