Assistive Technology as A Catalyst for Learning in Children with Intellectual Disabilities
Keywords:
Assistive Technology, Intellectual Disability, Academic Skill, Learning Outcomes, Reading, Writing, MathematicsAbstract
This study investigates the impact of assistive technology (AT) on the development of core academic skills in children with intellectual disabilities. Employing a pre-test/post-test experimental design, the research targeted children aged 7 to 12 years, comparing an experimental group exposed to assistive tools such as educational videos and flashcards with a control group receiving traditional instruction. The study aimed to assess improvements in key learning domains: reading, writing, mathematics, and communication. Results indicated that the use of assistive technology significantly enhanced various academic competencies. Notable gains were observed in alphabet recognition, basic sentence construction, spelling accuracy, and simple arithmetic tasks such as addition. Additionally, the children in the experimental group demonstrated marked improvement in communication skills, particularly in following oral instructions and articulating verbal responses. These findings underscore the transformative role of assistive technology in enhancing the educational experience of children with intellectual disabilities. The research highlights the potential of multimedia tools to address learning barriers by making abstract concepts more accessible and engaging. Furthermore, the study advocates for the systematic integration of assistive technology into classroom settings. In conclusion, the results support the implementation of targeted training programs for educators, enabling them to effectively incorporate AT into pedagogical practices. Such integration has the potential to foster inclusive education and improve learning outcomes for students with intellectual disabilities, thereby contributing to a more equitable and supportive learning environment.
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