Modern Devices to Support Early Development of Children with Visual Impairment

Růžičková, Kamila; Hordějčuková, Tereza

doi:10.1016/j.sbspro.2015.01.214

Cited by 3 publications

(5 citation statements)

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“…Based on the analysis of the collected studies, Figure 3 presents the distribution of studies by education level. Of these, 12 focused on learners in preschool (e.g., RuŽičková and Hordějčuková, 2015 ; Al Mahmud and Soysa, 2020 ), 60 involved learners in primary school (e.g., Hulusic and Pistoljevic, 2012 ; Bernardini et al, 2014 ), 32 had learners in middle school (e.g., Hetzroni and Banin, 2017 ; Sari et al, 2019 ), 27 had learners in high school (Hollingsworth and Woodward, 1993 ; Sherrow et al, 2016 ), seven focused on learners in colleges or universities (e.g., Cano et al, 2019 ) and thirteen were classified as “others” because they examined learners who were not in school/university (e.g., Segatto et al, 2017 ) or did not specify learners' education level (e.g., Rahmadiva et al, 2019 ). It should be noted that 32 studies involved learners in more than one education level.…”

Section: Resultsmentioning

confidence: 99%

“…Ten studies included learners with hearing impairments, mostly with cochlear implants while two studies involved learners with deafness (Tobar-Munoz et al, 2014 ; Bouzid et al, 2016 ). Eight studies involved learners with visual impairment (Sepchat et al, 2006 ; RuŽičková and Hordějčuková, 2015 ; Ciman et al, 2018 ; De Biase et al, 2018 ; Matas et al, 2019 ; Neto L. et al, 2019 ; Neto L. V. et al, 2019 ; Sari et al, 2019 ; Neto et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

“…The Objects of the reviewed studies were to enhance learners' (a) particular skills, including motor skills (e.g., Contreras et al, 2019 ; Lau et al, 2020 ), cognitive skills (e.g., Ojeda-Castelo et al, 2018 ; Avila-Pesantez et al, 2019 ), engagement and attention (e.g., Jung and Sainato, 2015 ); visual skills (e.g., RuŽičková and Hordějčuková, 2015 ) and listening skills (e.g., Hatzigiannakoglou and Okalidou, 2019 ); (b) social interaction (e.g., Bernardini et al, 2014 ; Al Mahmud and Soysa, 2020 ); and (c) learning outcomes, which include science, technology, engineering and mathematics (STEM, e.g., Bakker et al, 2016 ), reading (e.g., Görgen et al, 2020 ), music (e.g., Chaves et al, 2021 ), and languages (e.g., Pontes et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

“…Among the 14 studies where parents were involved, 6 involved parents who filled out questionnaires (e.g., Malekian and Askari, 2013 ) or were interviewed (e.g., Al Mahmud and Soysa, 2020 ) to provide historical and background information. Only eight studies reported that parents did play a role during the experiments, such as selecting learning contents (e.g., Bernardini et al, 2014 ), supervising the child to help them perform exercises and give feedback (e.g., Matas et al, 2019 ) or recording and monitoring activities (e.g., RuŽičková and Hordějčuková, 2015 ).…”

Section: Resultsmentioning

confidence: 99%

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Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component—(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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“…The use of the D-Mat is a form of utilizing technological devices that have been used in the sports field. Physical activities for children with intellectual disabilities can be combined with entertainment, technology and education systems (Dandashi et al, 2015;Kucera, 2015;Růžičková & Hordějčuková, 2015;Chen et al, 2019). Technology has become a trend and innovation in sports (Kos et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Jump Movement Skills Pattern Among Indonesia Mentally Retarded Children Using D-Mat

Septaliza

Hanif

Yusmawati

2022

Teor. metod. fiz. vihov.

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The study purpose. Currently, the study was to get the pattern of jumping movement skills for mentally retarded children using D-Mat. It is as part of technology advanced to support physical activity and sport. While mentally retarded children have different ways to jump with normal children. Materials and methods. The method used qualitative research using observational design. Participants are mentally retarded children aged 6-11 years who are divided into two groups, namely ages 6-8 years and ages 9-11 years. The data were collected through a process of observation and video recording. While the validation of the jumping movement test used observational and test-rater from 2 experts for the needs of mentally retarded children. Data analysis techniques used the Kruskal-Wallis test with a significant level of p <0.05 and descriptive statistics. Results. The findings concluded that the jumping movement pattern of mentally retarded children aged 6-11 years is forward jumping movement. They are easy to do it using D-Mat. This movement model is quite stable and easy to master. Conclusions. Each component of the movement also shows fairly good stability according to the characteristics and needs of each child.

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Application of information technologies for the development of communication skills

Головина

Feofanov

2021

E3S Web Conf.

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The goals of modern preschool education imply the creation of conditions for promoting the development of the child's personality, including his communication skills. Their lack of development creates barriers in the process of relationships between preschoolers with peers and adults, and can also lead to problems of self-development, social maladjustment and personal isolation. In children with disabilities, persistent violations of all components of the communication process are observed, which manifest themselves in a decrease in the communicative and cognitive need for interaction with peers and adults. They acquire many skills, including communication, much later, compared to a normally developing peer. In this regard, the need for purposeful development of communication skills in preschoolers with disabilities is becoming increasingly clear. The research methods used were "Observation of the manifestations of communicative abilities in preschoolers" (A.M. Shchetinina, M. A. Nikiforova), the sociometric method "Two Houses" (T. D. Marcinkovskaya), "Diagnostics of the child's communicative abilities "Plot pictures" (N. E. Verax), "Plot pictures" (R. R. Kalinina), "Observation of the manifestation of independence" (A.M. Shchetinina). The data was processed using the Statistica 6.0 software package and the Mann–Whitney U-test and Wilcoxon signed-rank test. Based on the data obtained, it can be concluded that the hypotheses that children of older preschool age with disabilities who attend a group of combined orientation have disorders in the development of communication skills, as well as a correctional and developmental program based on the method of fairy-tale therapy, can overcome the existing communication disorders in preschoolers with disabilities. As evidenced by the results obtained using the methods of mathematical statistics.

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Modern Devices to Support Early Development of Children with Visual Impairment

Cited by 3 publications

References 0 publications

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Jump Movement Skills Pattern Among Indonesia Mentally Retarded Children Using D-Mat

Application of information technologies for the development of communication skills

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