An experimental study on the benefit of assistive technology for students with learning disabilities

Kah, Anoual El; Zeroual, Imad; Lakhouaja, Abdelhak

doi:10.1109/icdata52997.2021.00029

Cited by 3 publications

(1 citation statement)

References 31 publications

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“…The difficulties they experience in processing information and storing it in memory make it inevitable to use images and videos that provide visual presentation of skills and instructions in teaching practices for people with mental disabilities (Brito, Dias, & Oliveira, 2018). In applications performed with a video model, video recordings of the target behaviour are usually prepared and watched, and processes, such as becoming a model or providing tips or feedback, are included in this process (El-Kah, Zeroual, & Lakhouaja, 2021). In recent years, researchers and experts have often used it when teaching community-based skills and professional skills to people with mental disabilities (Rodríguez, Jiménez, de León, & Marco, 2021).…”

Section: Introductionmentioning

confidence: 99%

The use of multimedia technologies in teaching primary schoolchildren with intellectual disabilities

Derbissalova

Abaeva

Turyszhanova

et al. 2022

WJET

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In this study, it is aimed to reinforce the use of multimedia technologies in teaching primary schoolchildren with intellectual disabilities. The study was conducted in the spring semester of 2021–2022, and the quantitative research method was used in the study conducted with the participation of 262 elementary school students. Within the scope of the study, 3-week multimedia education online training was also provided to the students. In the study, the ‘multimedia in primary education’ measurement tool developed by the researchers was used to collect data. The data collection tool used in the study was delivered to and collected from primary school students by the online survey method with the help of their families. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out with the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was found that multimedia technologies have values that benefit primary school students within the field. Keywords: Intellectual disability, primary school students, multimedia, distance education;

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Section: Introductionmentioning

confidence: 99%

The use of multimedia technologies in teaching primary schoolchildren with intellectual disabilities

Derbissalova

Abaeva

Turyszhanova

et al. 2022

WJET

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Blended Learning and STEM Education for Students with Special Needs and Learning Disabilities

Jolly,

Birje,

Mehta

2023

Contributions to Environmental Sciences &Amp; Innovative Business Technology

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Adaptive Learning and Correlative Assessment of Differential Usage Patterns for Students with-or-without Learning Disabilities via Learning Analytics

Modak,

Gharpure,

2023

ACM Trans. Asian Low-Resour. Lang. Inf. Process.

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Learning Disabilities (LD) can be categorized into logical, analytical, grammatical, Vocabularyulary, sequential, and inference disabilities. Analysis of such disabilities assists students to identify and strengthen their weak areas. A wide variety of analysis models are proposed by researchers to perform such tasks, but most of these models are highly complex, and cannot be scaled for multimodal parameter sets. To overcome these issues, this text proposes a model for correlative assessment of differential usage patterns in students with-or-without learning disabilities via multimodal analysis. The proposed model initially collects real-time inference sets for students with Learning Disabilities (LD), and without LDs. These sets consist of question-specific recorded responses for ‘Addition’, ‘Carry Propagation’, ‘Basic to Advanced Grammar’, ‘Direct, Inference and Vocabulary Comprehension’, ‘Finding odd-man-out’, ‘Sequencing’, and ‘Pseudo and Sight Spelling’ for different question sets. Answers to these questions and their metadata were processed via a correlative engine which assisted in evaluation of correctness, time needed per question per category, number of skips, number of revisits, and unanswered ratio for different students. This evaluation was combined with temporal analysis in order to identify per-category progress of students. Based on this progress, students were either upgraded to next level, or given lower-level questions, which assisted them to incrementally improve their grades. The model proved that the performance of LD students is 55% less than the non LD students and an average of 18 LD students have achieved an average of 33% of improvement after having multiple attempts of the adaptive lessons. The model uses a correlation function, which enables to identify answering patterns of LD and non-LD students with 98.4% accuracy, thus can be used for clinical scenarios.

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An experimental study on the benefit of assistive technology for students with learning disabilities

Cited by 3 publications

References 31 publications

The use of multimedia technologies in teaching primary schoolchildren with intellectual disabilities

The use of multimedia technologies in teaching primary schoolchildren with intellectual disabilities

Blended Learning and STEM Education for Students with Special Needs and Learning Disabilities

Adaptive Learning and Correlative Assessment of Differential Usage Patterns for Students with-or-without Learning Disabilities via Learning Analytics

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