An analysis of the utility of digital materials for high school students with intellectual disability and their effects on academic success

Abstract

This study thoroughly examines the usability of digital materials, to establish a classroom environment in which technology is integrated into teaching practices using tablet computers and interactive smart boards. The study was conducted at a special education vocational school, where students with intellectual disability receive training. The integration of technology was made to the Natural Disasters unit (erosion, landslide, flood, earthquake, and digital story developed on the subject of flood) in the Social Science syllabus. This study also aims to develop multimedia applications and apply these to teaching activities, and additionally to increase the learning competencies of students in the subject of Social Sciences. This study involved eight students who have mild intellectual disability at a vocational high school. A thorough multiple probe design was used among single-subject research models. Comparison of the results revealed that students’ post-test scores increased significantly when compared to the pre-test scores, and that the teaching materials had a significantly positive impact on their learning process. Moreover, the effect of the prepared digitalized materials on learning was determined to be high in terms of its application in special education schools. Students indicated that they liked these activities which they engaged on computers, as well as the interactive multiple choices questions, and wished to have such creative applications made available for other subjects such as Turkish, Mathematics, Music, and Art.

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

“…Mobile applications [14], [15], [16], [17], [18], [19], [20], [21], [22], [23] Augmented reality [24], [25], [26], [27], [28], [29] Digital tools [30], [31], [32], [33] Web applications [34], [35], [36], [37], [38], [39], [40], [41], [42] Desktop applications [43], [44], [45], [46], [47], [48], [49], [50], [51], [52], [53], [54], [55],…”

“…[34], [35], [36], [37], [38], [39], [40], [41], [42] These articles argue that the usability of digital technologies increases learning competencies in students where the interaction of the student with different applications is seen.…”

Effects of a New Media Data Interaction System on Teaching Efficiency in Vocational Education

“…These results represent different learning stages of the learning experience modes. The differences between each pair of results reflect the scores of different style dimensions, and quadrants were formed using the numerical values across different dimensions [9,10]. The detailed division results are listed as follows:…”

Fostering computer programming and digital skills development: An experimental approach

“…Given the evolving nature of computer programming from machine language to object‐oriented programming using different programming languages like Javascript, C, C++, Python among others, the understanding of such emerging trends like machine learning [66], artificially intelligent [162] and robotics programming [7], among others have a significant effect on the learning content and teaching strategies employed. Studies have shown that teaching methods applied in teaching programming are a determinant of learners' interest [18], academic success [46], engagement [105], enrolment [15], among others. Other studies posit that poor teaching methods and strategies could be attributed to the continuous decline in student enrolment in the computer programming discipline among other factors leading to persistent low performance in computer programming.…”