Enhancing reading abilities of learners with intellectual impairments through computer technology
Background: Developments in the teaching of children with disabilities support pedagogy that emphasises learners’ strengths as opposed to their assumed deficiencies. Educators and mediators who advocate this view continually strive for tools and methodologies that enhance learner participation in ac...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2017-07-01
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| Series: | African Journal of Disability |
| Subjects: | |
| Online Access: | https://ajod.org/index.php/ajod/article/view/206 |
| _version_ | 1811302772291665920 |
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| author | Cina P. Mosito Albert M. Warnick Emmanuel E. Esambe |
| author_facet | Cina P. Mosito Albert M. Warnick Emmanuel E. Esambe |
| author_sort | Cina P. Mosito |
| collection | DOAJ |
| description | Background: Developments in the teaching of children with disabilities support pedagogy that emphasises learners’ strengths as opposed to their assumed deficiencies. Educators and mediators who advocate this view continually strive for tools and methodologies that enhance learner participation in academic environments. Computer technology is one of the tools recognised for its potential to enrich learning experiences of learners with an intellectual impairment.
Objectives: We sought to assess the influence of text-to-speech stories on the reading ability of intellectually challenged learners.
Method: A qualitative action research study that involves learners at a special school in Cape Town, South Africa. Pre- and post-test data of the reading performance of learners are analysed with a focus on how they demonstrate change.
Results: Although no claims can be made about the explicit influence on reading performance, computer-assisted learning has the potential in isolating reading processes that classroom-based interventions can address. In addition, computers enhance motivation and enthusiasm to learn.
Conclusion: A need for education based on inclusion and positive differentiation remains the key driver in any educational interventions. |
| first_indexed | 2024-04-13T07:34:41Z |
| format | Article |
| id | doaj.art-e88d57afcdcc47d4b7c4c461cc91c22a |
| institution | Directory Open Access Journal |
| issn | 2223-9170 2226-7220 |
| language | English |
| last_indexed | 2024-04-13T07:34:41Z |
| publishDate | 2017-07-01 |
| publisher | AOSIS |
| record_format | Article |
| series | African Journal of Disability |
| spelling | doaj.art-e88d57afcdcc47d4b7c4c461cc91c22a2022-12-22T02:56:13ZengAOSISAfrican Journal of Disability2223-91702226-72202017-07-0160e1e1010.4102/ajod.v6i0.206110Enhancing reading abilities of learners with intellectual impairments through computer technologyCina P. Mosito0Albert M. Warnick1Emmanuel E. Esambe2Faculty of Education, Cape Peninsula University of TechnologyMolenbeek School for LSEN, MaitlandAcademic Literacy, Fundani, Cape Peninsula University of TechnologyBackground: Developments in the teaching of children with disabilities support pedagogy that emphasises learners’ strengths as opposed to their assumed deficiencies. Educators and mediators who advocate this view continually strive for tools and methodologies that enhance learner participation in academic environments. Computer technology is one of the tools recognised for its potential to enrich learning experiences of learners with an intellectual impairment. Objectives: We sought to assess the influence of text-to-speech stories on the reading ability of intellectually challenged learners. Method: A qualitative action research study that involves learners at a special school in Cape Town, South Africa. Pre- and post-test data of the reading performance of learners are analysed with a focus on how they demonstrate change. Results: Although no claims can be made about the explicit influence on reading performance, computer-assisted learning has the potential in isolating reading processes that classroom-based interventions can address. In addition, computers enhance motivation and enthusiasm to learn. Conclusion: A need for education based on inclusion and positive differentiation remains the key driver in any educational interventions.https://ajod.org/index.php/ajod/article/view/206Inclusive EducationSpecial NeedsIntellectual ImpairmentsAssistive Computer Technology |
| spellingShingle | Cina P. Mosito Albert M. Warnick Emmanuel E. Esambe Enhancing reading abilities of learners with intellectual impairments through computer technology African Journal of Disability Inclusive Education Special Needs Intellectual Impairments Assistive Computer Technology |
| title | Enhancing reading abilities of learners with intellectual impairments through computer technology |
| title_full | Enhancing reading abilities of learners with intellectual impairments through computer technology |
| title_fullStr | Enhancing reading abilities of learners with intellectual impairments through computer technology |
| title_full_unstemmed | Enhancing reading abilities of learners with intellectual impairments through computer technology |
| title_short | Enhancing reading abilities of learners with intellectual impairments through computer technology |
| title_sort | enhancing reading abilities of learners with intellectual impairments through computer technology |
| topic | Inclusive Education Special Needs Intellectual Impairments Assistive Computer Technology |
| url | https://ajod.org/index.php/ajod/article/view/206 |
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