Exploring the Use of Touchscreen Devices for Children with Special Educational Needs and Disabilities: Digital vs Traditional

Autor/inn/en	Durgungoz, Fatma Canan; Durgungoz, Ahmet
Titel	Exploring the Use of Touchscreen Devices for Children with Special Educational Needs and Disabilities: Digital vs Traditional
Quelle	7 (2021) 1, S.92-109 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Durgungoz, Fatma Canan) ORCID (Durgungoz, Ahmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2501-2428
Schlagwörter	Students with Disabilities; Educational Technology; Technology Uses in Education; Handheld Devices; Teaching Methods; Attention; Telecommunications; Interaction; Time; Success; Computer Oriented Programs; Foreign Countries; Special Education; Young Children; Private Schools; Instructional Materials; Turkey + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit; Telekommunikationstechnik; Interaktion; Zeit; Erfolg; Computerprogramm; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Frühe Kindheit; Private school; Privatschule; Lehrmaterial; Lehrmittel; Türkei
Abstract	This research explores the use of touchscreen devices with children with special educational needs and disabilities (SEND) regarding their engagement with schoolwork. The participant children's attention, interaction and success with tablet computers and traditional materials were evaluated to fulfil the research aims. The study was conducted in a special needs education institution in Turkey. Video recording and observation were used to collect data. Seven students with different special needs participated in this study. Four sessions were held with each child; two sessions were held with traditional materials, and the other two sessions were held with the touchscreen device. Paired Sample T-Test was used to assess children's attention and interaction time within two different conditions. Wilcoxon Test was used to analyse the success of children. The results show that the participants' attention time was longer with the touchscreen device. Children's interaction time and their success with the device were related to the mobile application. Observation data indicated that not all aspects of the applications were suitable for the students, which negatively affected their learning experience. This study concludes that although an increase of interest in introducing a new tool might have a primary role in the participants' engagement, digital mobile devices could become indispensable for children with SEND. Therefore, more efforts should be canalised into developing mobile software that is carefully tailored for specific disabilities and individual needs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01