Enhancing reading abilities of learners with intellectual impairments through computer technology

Mosito, Cina; Warnick, Albert Marius; Esambe, Emmanuel

doi:10.4102/ajod.v6i0.206

Cited by 13 publications

(8 citation statements)

References 42 publications

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“…This is often attributed to the problem behaviours these children present and the extra instructional skills required to teach them (Gyimah et al 2009). In a recent study that sought to assess the impact of computer technology on the reading abilities of students with intellectual disabilities in South Africa, Mosito, Warnick and Esambe (2017) found that computer-assisted learning has the potential to advance the academic achievements of students with intellectual disabilities. Our study suggests that inclusive school environments are not accommodating macrosystems for the children with IDD.…”

Section: Discussionmentioning

confidence: 99%

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

2019

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Background: Inclusive education is internationally recognised as the best strategy for providing equitable quality education to all children. However, because of the unique challenges they often present, children with intellectual and developmental disabilities (IDDs) are often excluded from inclusive schools. To date, limited research on inclusion has been conducted involving children with IDD as active participants.Objectives: The study sought to understand the experiences of children with IDDs in learning in inclusive schools in Accra, Ghana.Method: A qualitative descriptive design was utilised with 16 children with IDDs enrolled in inclusive schools in Accra, Ghana. Participants were recruited through purposive sampling and data were collected using classroom observations, the draw-and-write technique and semi-structured interviews. The data were analysed to identify themes as they emerged.Results: Children’s experiences in inclusive schools were identified along three major themes: (1) individual characteristics, (2) immediate environments and (3) interactional patterns. Insights from children’s experiences reveal that they faced challenges including corporal punishment for slow performance, victimisation and low family support relating to their learning.Conclusion: Although children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning. Improvement in inclusive best practices for children with IDD requires systematic efforts by diverse stakeholders to address identified challenges.

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Section: Discussionmentioning

confidence: 99%

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

2019

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“…ICT is fast becoming a key instrument in addressing reading difficulties such as poor phonics skills, poor comprehension, limited vocabulary, poor spelling and slow processing of words. This statement is supported by the study conducted by Mosito, Warnick and Esambe (2017: 3), which uncovered that reading-to-speech technology, supportive e-text and electronic books can enhance the reading abilities of learners with intellectual impairments through computer technology. Even though the focus of this case study is not on learners with intellectual impairments, it is worth acknowledging the effectiveness of ICTs as a support strategy to a variety of learning barriers such as intellectual impairment.…”

Section: Icts As a Support Strategy For Learners Experiencing Readingmentioning

confidence: 80%

Information communication technologies as a support strategy for learners experiencing reading difficulties

Mphahlele

Nel

2019

PLING

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One of the most significant current discussions in education departments around the world is reading difficulties. This article explores the use of information communication technologies (ICTs) to support learners experiencing reading difficulties in two public primary schools. For data collection purposes, a total of 18 school-based support team members and two learning support educators participated in this research through focus group interviews and observation. From the data collected, the teachers' perceptions, attitudes, understanding, knowledge, values, feelings and experiences were analysed. The study was influenced by Vygotsky's theory of cognitive development. From the findings, three themes were identified, namely, factors that contribute towards reading difficulties, the effects of reading difficulties and the effectiveness of ICTs in supporting learners experiencing reading difficulties. The most interesting finding was that ICTs as a support strategy proved to be vital in supporting learners experiencing reading difficulties.

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“…In cases of communication breakdown with the officials manning the borders from various departments, PWDs can contact their next of kin back home and get assistance over their mobile phones and various computer-based communication platforms. Computer technology has recognised potential to enhance PWDs’ ability to participate alongside wireless technology advances (Bornman et al 2016 ; Mosito, Warnick & Esambe 2017 ). However, the absence of sound interconnectivity eliminates all this associated security and convenience reflexively creating hidden disablers for PWDs.…”

Section: Theory and Literature Findingsmentioning

confidence: 99%

Looking under the veil: Challenges faced by people with disabilities in cross-border entrepreneurship

Matsaure¹,

Chindimba

Zimano

et al. 2020

African Journal of Disability

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Background: Cross-border entrepreneurship is one source of livelihood that is transforming people’s lives, especially those with limited resources and educational qualifications and those in need of supplementary earnings to complement meagre formal earnings. However, despite strides made to make this avenue worthwhile, this Zimbabwean study shows that hidden hindrances still persist from procedural and structural barriers from road entry point management systems. To people with disabilities (PWDs), the impact of these hidden barriers is severe to the extent of obstructing their optimum progression into cross-border entrepreneurship.Objectives: This article sought to interrogate some veiled challenges in border management systems affecting PWDs’ quest to venture into cross-border entrepreneurship. This angle has, to this end, been timidly addressed as most organisations and legislation have concentrated on making things work for the majority of the populace.Method: Qualitative phenomenological method in which researchers’ lived experiences, review of literature, ideas and opinions is complemented by secondary survey data from a road entry point management system study in the Zimbabwean setting.Results: Cross-border entrepreneurship has potential to transform people’s lives: 1) road and border management systems’ procedural and structural complications present hidden challenges impeding PWDs’ entry and optimum participation in cross border entrepreneurship, 2) people with disabilities are not automatically dependents; in fact, most have dependents looking up to the, 30 social construction of disability persists and must be curbed and 4) there is a need to institute a ‘stakeholders triad approach’.Conclusion: The existing road entry points’ management systems are not informed by considerations from PWDs, hence the existence of hidden challenges. Cross-border entrepreneurship can open significant livelihood avenues to PWDs. A stakeholders ‘triad-approach’, proposed herein, can solve some of the policy discrepancies as it recommends utilising inputs from PWDs, research and policy-makers.

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Enhancing reading abilities of learners with intellectual impairments through computer technology

Cited by 13 publications

References 42 publications

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

Information communication technologies as a support strategy for learners experiencing reading difficulties

Looking under the veil: Challenges faced by people with disabilities in cross-border entrepreneurship

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