Developing Technology Supported Instructional Activities in a Class of Middle School Students with Intellectual Disability

Investigating Interactions between Students with Mild Mental Retardation and Humanoid Robot in Terms of Feedback Types

“…Bu bulgu literatürde zihinsel engelli öğrencilerin nesneleri algılama ve anlamlandırmalarında dokunmalarının önemli olduğunu gösteren çalışmalarla paralel sonuçlar göstermektedir. (Arpacık, 2014;Barreto ve Benitti, 2012;Darıca, Abidoğlu ve Gümüşşcü, 2002;Kulaksızoğlu, 2003;Özgüç ve Cavkaytar, 2016).…”

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

“…Instructors at special education practice schools have claimed that effective use of digital technologies in schools which teach students using intellectual disability materials is going to be beneficial for them in various ways Arpacık, Kurşun and Göktaş [5]. Some of these benefits are as follows: as a result of technology-supported educational applications and research carried out for mentally disabled individuals, information and communication technologies increase students' motivation and interest in the lesson, improve their learning skills and make students more successful [6][7][8][9][10][11][12]. Ramdoss et al [13] argue that using computer-based applications to develop the daily life skills of students with intellectual disability is a successful approach.…”

“…Although the use of technology in educational environments has increased significantly along with the fast growth and development of modern-day technologies, it is noticed that technologically supported teaching materials are not applied in teaching activities in special education institutions for reasons that include but are not limited to insufficient technological hardware and content, and the limited ability of instructors to use such technology Özgüç & Cavkaytar [9], Budak, Topal and Geçer, [19]. In interviews with elementary school teachers of students with intellectual disability, they stated that there was a lack of digital materials for teaching the syllabus, and that there was a crucial need for more teaching technologies particularly for physical sciences and Social Science subjects Güleç-Aslan et al [20].…”

“…There have been several studies conducted in Turkey which investigate the use of technology in special education schools. Acungil [21], Özgüç and Cavkaytar [9] argue that many of these studies increasingly emphasize the need for planning new studies about the use of technology and its efficacy in special education. This study is significant in terms of its contribution to relevant literature and in serving as a model for future studies.…”

“…In a study carried out on teaching of academic skills with the support of technology, Martin [22] stated that those conducted with students with intellectual disability focused mostly on reading, writing, and Mathematics, and that there is a need for studies focusing on physical and Social Science. Sola-Özgüç [10], in a study conducted with Turkish middle school students with intellectual disability, developed technology-supported teaching activities related to the "Let's get to know the substance" unit of the science and technology course and examined the results. According to the results, it has been determined that the teaching provided through technology made a positive contribution to students' learning of the subject.…”