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ERIC Number: EJ1245146
Record Type: Journal
Publication Date: 2019-Mar
Abstractor: As Provided
Enhancement of Learning Science among Students with Mild Intellectual Disability Employing Accessible Technology: Feasible or a Challenge?
Shanlax International Journal of Education, v7 n2 p9-14 Mar 2019
Learning is a unique process for each learner, affected by many instructional and learning factors. Exploring the process of learning is an ongoing expedition, never-ending and challenging as well. It is learnt that no individual, particular strategy, method or approach is appropriate for helping intellectually disabled students in learning or achieving all competencies including Learning Science. Every disability, however mild or moderate, imposes on the individual certain functional limitations. Technology helps to mitigate such limitations thus promoting learning. An accessible assistive technology permits either no or minimal adaptation by students with disabilities in the use of technology in academic settings. The techniques of accessibility are based on recent technologies and design strategies to allow more flexible use of content and easier implementation of dynamic methods and models in instruction. Technology-oriented learning environment employing Accessible Technology ensures educational equity by providing access and equitable learning opportunity through personalized and differentiated instruction which can accommodate each learner's needs and preferences.
Descriptors: Computer Assisted Instruction, Mild Intellectual Disability, Assistive Technology, Science Achievement, Science Tests, Achievement Tests, Scores, Instructional Effectiveness, Handheld Devices, Criterion Referenced Tests, Achievement Gains
Shanlax International Journals. 66, V.P. Complex, T.P.K. Main Road, Near KVB Vasantha Nagar, Madurai Tamil Nadu 625003, India. e-mail: email@example.com; Web site: http://www.shanlaxjournals.in/journals/index.php/education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A