Teaching Children with Intellectual Disabilities through Video Prompting: Smartphone vs. Tablet

Yücesoy-Özkan, Şerife; Gülboy, Emrah; Kaya, Feyat

doi:10.20489/intjecse.454433

Cited by 10 publications

(3 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The use of flash cards as playing media is associated with the habits of children who like to play, including children with mild intellectual disabilities. Their study stated that children with intellectual disabilities can play various kinds of toys in their spare time, including playing cards such as UNO, Solitaire and so on (Yucesoy-Ozkan et al, 2018). To strengthen the statement above, other research result by Maulana (2017) conclude that the use of punctuation cards is effective in improving the simple writing skills of mild mentally retarded children, this is because the use of card media can increase children's focus through playing activities using cards.…”

Section: Resultsmentioning

confidence: 94%

Media for Teaching English to Children with Mental Retardation

Ramadanti

2022

EHDJ

View full text Add to dashboard Cite

Teaching English for children with mental retardation of course is a challenging experience. Even for the professional teacher, it is a challenge to teach English for children with mental retardation. This become an issue that teacher must provide good explanation especially the media. Media is considered as an important thing when teacher teach. The writer noticed this when I had an observation in SLB (School for Children with Special Need) Aisyiyah Tulangan. The observation conducted on 17, 18, 24 November and 1 & 2 December 2021. Observations were carried out in the special SMPLB class for mentally retarded children. SLB Aisyiyah Tulangan still lacks of media for learning, especially for English. As previously stated, English is a local content which is not taught in schools every day. The school also does not have a special module for learning English. English is only taught when the teacher wants to teach English, the rest of the teachers are free to provide any material for students. The module for students is only limited to practice questions that are made independently by the teacher according to the existing curriculum, there are no supporting books such as textbooks for students. This is the weakness for this school, the lack of support from the school foundation to support learning in schools, even though the teachers have given their best for the students.

show abstract

Section: Resultsmentioning

confidence: 94%

Media for Teaching English to Children with Mental Retardation

Ramadanti

2022

EHDJ

View full text Add to dashboard Cite

show abstract

“…In Yucesoy-Ozkan et al (2018), compared the effectiveness of using smartphones versus tablets as a teaching tool for children with intellectual disabilities through video prompting. The study’s results suggest that there may be some advantages to using tablets over smartphones in this context.…”

Section: Resultsmentioning

confidence: 99%

Immersive innovations: an examination of the efficacy and evolution of virtual reality in human movement training

Deng,

Wang,

Dong

et al. 2023

RIA

View full text Add to dashboard Cite

Purpose This systematic review, following preferred reporting items for systematic reviews and meta-analysis guidelines, rigorously investigates the emergent role of virtual reality (VR) technology in human movement training. The purpose of this study is to explore the effectiveness and evolution of VR in enhancing movement training experiences. Design/methodology/approach Acknowledging its pivotal role in diverse applications, such as sports and rehabilitation, human movement training is currently experiencing accelerated evolution, facilitated by the proliferation of wearable devices and mobile applications. This review conducted an exhaustive search across five different electronic databases, such as Web of Science, PubMed and ProQuest, resulting in the selection of 69 eligible articles published within the past five years. It also integrates 40 studies into a narrative summary, categorized based on the level of immersion offered by respective VR systems. Findings Enhanced immersion in VR potentially augments the effectiveness of movement training by engendering more realistic and captivating experiences for users. The immersive and interactive environments provided by VR technology enable tailored training experiences accompanied by precise, objective feedback. This review highlights the benefits of VR in human movement training and its potential to revolutionize the way training is conducted. Originality/value This systematic review contributes significantly to the existing literature by providing a comprehensive examination of the efficacy and evolution of VR in human movement training. By organizing the findings based on the level of immersion offered by VR systems, it provides valuable insights into the importance of immersion in enhancing training outcomes. In addition, this study identifies the need for future research focusing on the impacts of VR on learning and performance, as well as strategies to optimize its effectiveness and improve accessibility.

show abstract

“…Kemandirian anak dengan disabilitas intelektual dapat dilihat dari cara ia membersihkan badan, makan dan minum, berpakaian, keterampilan dan beradaptasi dengan lingkungan (Caesaria, 2019). Selain kemandirian, anak dengan disabilitas intelektual juga mengalami kesulitan untuk mendapatkan kesempatan dalam membangun interaksi sosial (Yucesoy et al, 2018). Mereka juga mengalami batasan dalam fungsi intelektual (belajar, memberikan alasan dan memecahkan masalah) dan adaptasi perilaku (Nycyk, 2018).…”

Section: Pendahuluanunclassified

Pendekatan Behavioristik untuk Anak Disabilitas Intelektual Sedang

Lubis

Syafitri

Maylinda

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

View full text Add to dashboard Cite

Taraf kecerdasan menentukan kapasitas anak dalam menyesuaikan diri di lingkungan. Namun, tidak semua anak memiliki potensi intelektual yang cukup. Hal ini menimbulkan berbagai kesulitan dalam memenuhi tugas-tugas perkembangannya. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan intervensi pada anak disabilitas intelektual sedang yang berada pada usia 7 tahun dalam proses adaptasi dan perkembangan kognitif. Penelitian ini dilakukan kepada satu orang anak laki-laki dengan IQ 50 dan usia mental 3 tahun 10 bulan. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data dilakukan berdasarkan hasil observasi dan wawancara. Berdasarkan hasil pengumpulan data diperoleh bahwa intervensi yang dilakukan pada subjek dalam meningkatkan proses belajar, kemandirian dan penyesuaian diri di lingkungan menggunakan pendekatan behavioristik dengan cara: modelling, terapi bermain, reinforcment positif dan remedial teaching. Hasil penelitian ini menunjukkan bahwa anak usia sekolah dasar dengan disabilitas intelektual membutuhkan intervensi khusus dalam proses perkembangannya. Dengan intervensi yang tepat, anak dapat mengalami kemajuan yang mendukung penyesuaian akademiknya.

show abstract

Teaching Children with Intellectual Disabilities through Video Prompting: Smartphone vs. Tablet

Cited by 10 publications

References 26 publications

Media for Teaching English to Children with Mental Retardation

Media for Teaching English to Children with Mental Retardation

Immersive innovations: an examination of the efficacy and evolution of virtual reality in human movement training

Pendekatan Behavioristik untuk Anak Disabilitas Intelektual Sedang

Contact Info

Product

Resources

About