Effects of Using an iPad to Teach Early Literacy Skills to Elementary Students With Intellectual Disability

Goo, Minkowan; Myers, Diane; Maurer, Adela L.; Serwetz, Robert

doi:10.1352/1934-9556-58.1.34

Cited by 14 publications

(12 citation statements)

References 24 publications

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“…In a systematic review [70] analyzing the use of portable mobile devices for teaching people with intellectual disabilities-mainly autism and developmental disabilities-18 articles were systematized, identifying the contributions in the development of skills related to home, school, community, and work. The article [71] systematized 228 documents, analyzing academic instruction for students with significant disabilities, primarily reading skills.…”

Section: Related Workmentioning

confidence: 99%

Application of Learning Software in Basic Education Students with Intellectual Disabilities: A Systematic Review of the Literature

Ubaldo¹,

Gutierrez-Barreto²,

Sierra-Liñan

et al. 2023

Int. J. Eng. Ped.

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The world is currently facing the problem of the lack of education in basic education for students with intellectual disabilities. Therefore, it is important to follow up and monitor the various learning software that helps to address this problem. The study carried out is a review of scientific literature, which gathers research and studies, through a search in several databases: Dialnet, EBSCO, ERIC, IEEE Xplore, Redalyc, SAGE, ScienceDirect, Scopus, and Wiley. Likewise, according to certain previously defined inclusion and exclusion criteria, a total of two hundred (200) scientific articles were systematized, showing the digital technologies that facilitate the control, follow-up, and monitoring of the education of these students.

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Section: Related Workmentioning

confidence: 99%

Application of Learning Software in Basic Education Students with Intellectual Disabilities: A Systematic Review of the Literature

Ubaldo¹,

Gutierrez-Barreto²,

Sierra-Liñan

et al. 2023

Int. J. Eng. Ped.

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“…They may find it arduous or impossible to communicate with relevant partners not present in the immediate context because of difficulties in handling a telephone call or sending an SMS text or voice message or reading an incoming message [14][15][16]. Similarly, they may not succeed in engaging in common daily activities (eg, cooking and cleaning) [8,17,18] and may also find it challenging to participate in simple cultural and cognitive activities (eg, listening to brief stories and answering questions related to them) [19][20][21][22].…”

Section: Introductionmentioning

confidence: 99%

Low-Cost Technology-Aided Programs for Supporting People With Motor, Visual, and Intellectual Disabilities in Functional Forms of Occupation and Communication: Proof-of-Concept Study

Lancioni¹,

Singh²,

O’Reilly³

et al. 2023

JMIR Rehabil Assist Technol

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Background People with motor, visual, and intellectual disabilities may have serious problems in independently accessing various forms of functional daily occupation and communication. Objective The study was aimed at developing and assessing new, low-cost technology-aided programs to help people with motor or visual-motor and intellectual disabilities independently engage in functional forms of occupation and communication with distant partners. Methods Two programs were set up using a smartphone interfaced with a 2-switch device and a tablet interfaced with 2 pressure sensors, respectively. Single-subject research designs were used to assess (1) the first program with 2 participants who were blind, had moderate hand control, and were interested in communicating with distant partners through voice messages; and (2) the second program with 2 participants who possessed functional vision, had no or poor hand control, and were interested in communicating with their partners through video calls. Both programs also supported 2 forms of occupational engagement, that is, choosing and accessing preferred leisure events consisting of songs and music videos, and listening to brief stories about relevant daily topics and answering questions related to those stories. Results During the baseline phase (when only a conventional smartphone or tablet was available), 2 participants managed sporadic access to leisure or leisure and communication events. The other 2 participants did not show any independent leisure or communication engagement. During the intervention (when the technology-aided programs were used), all participants managed to independently engage in multiple leisure and communication events throughout the sessions and to listen to stories and answer story-related questions. Conclusions The findings, which need to be interpreted with caution given the nature of the study and the small number of participants, seem to suggest that the new programs may be viable tools for helping people with motor or visual-motor and intellectual disabilities independently access leisure, communication, and other forms of functional engagement.

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“…This study seeks to address this gap by researching tablet-supported self-assessment. These portable smart devices have been found to be efficient for teaching various functional skills to students with intellectual disability and they can increase the self-prompting and independence of students (see Goo et al, 2019). However, there is little guidance on how to use these devices (Goo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…These portable smart devices have been found to be efficient for teaching various functional skills to students with intellectual disability and they can increase the self-prompting and independence of students (see Goo et al, 2019). However, there is little guidance on how to use these devices (Goo et al, 2019). Therefore, this study contributes an analysis of one possible method for using devices to support self-assessment.…”

Section: Introductionmentioning

confidence: 99%

Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability

Räty

Vehkakoski

Pirttimaa

2022

J Intellect Disabil

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Self-assessment has been shown to have positive effects on students’ self-regulated learning strategies and academic achievement. However, self-assessment and self-assessment instruction are under-researched areas among students with intellectual disability. This data-driven qualitative study aimed at examining the self-assessment expressions students with intellectual disability documented in their learning diaries and how the teacher and teaching assistants used video recordings to facilitate students’ self-assessments in one Finnish special needs education class. The naturally occurring research data consisted of both students’ tablet-based learning diaries ( N = 6) and video recordings of students’ self-assessment situations ( N = 17). The results show that students’ self-assessment expressions varied from short and vague expressions to argumentative and reflective assessments. The use of video recordings served various functions, such as directing and instructing students, demonstrating assessment and providing feedback. The outcomes of this study demonstrate how the self-assessment practices of students with intellectual disabilities can be facilitated by using video.

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Effects of Using an iPad to Teach Early Literacy Skills to Elementary Students With Intellectual Disability

Cited by 14 publications

References 24 publications

Application of Learning Software in Basic Education Students with Intellectual Disabilities: A Systematic Review of the Literature

Application of Learning Software in Basic Education Students with Intellectual Disabilities: A Systematic Review of the Literature

Low-Cost Technology-Aided Programs for Supporting People With Motor, Visual, and Intellectual Disabilities in Functional Forms of Occupation and Communication: Proof-of-Concept Study

Tablet-Supported Self-Assessment in a Class for Students with Intellectual Disability

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