<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Evgin Çay</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ PERSPECTIVES ON TECHNOLOGY USE AND SCIENCE TEACHING FOR STUDENTS WITH MULTIPLE DISABILITIES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">case study</style></keyword><keyword><style  face="normal" font="default" size="100%">multiple disabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">students with multiple disabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">technology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1793131507.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Students with multiple disabilities often experience difficulties in learning science due to the abstract nature of scientific concepts and their individual learning characteristics. However, technologies that are individualised according to both the characteristics of the content and students' individual needs can facilitate learning in educational settings. Accordingly, the present study aimed to examine special education teachers' perspectives on science teaching and the technologies used to support science teaching for students with multiple disabilities. A qualitative case study design was employed. The participants consisted of ten special education teachers who worked with students with multiple disabilities. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings revealed special education teachers' perspectives on science teaching as well as the technologies they utilised to support science teaching for students with multiple disabilities. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">806-818</style></section></record></records></xml>