Features of the Information and Communication Technology Application by the Subjects of Special Education

Svetlana Vladimirovna Arhipova,Olesya Sergeevna Sergeeva

doi:10.5539/ies.v8n6p162

Abstract

The main purpose of this study is to reveal the features of information and communication technologies application by the subjects of education in the conditions of special (correctional) school type VIII, and to identify the level of computer literacy of special education. The study was conducted on the basis of the State Budgetary Special (Correctional) Educational Institution of the Republic of Mordovia (SBS(C) EI RM) for the students and pupils with disabilities in the “Saransk special (correctional) general education school Type VIII”, Saransk (Russia). During the experiment, each group of respondents (teachers, students with intellectual disabilities and their parents) was offered the specially developed questionnaires. The assessment of responses was made by the following criteria: completeness of elementary computer skills the subjects possess; proficiency in computer programs and electronic products; degree of independence and the frequency of their application in practice. The results show us that the computer literacy of subjects is low. During the study we revealed that the use of modern information technologies is associated with certain difficulties, associated not only with the deficiency of computer and special software, but also with a low level of knowledge and skills of work on a personal computer among the subjects of special education.

Highlights

In the age of a fast changing world, constant development and complication of technology, the informatization of our education system has a fundamental importance (Xiaobin, 2013)
The main purpose of this study is to reveal the features of information and communication technologies application by the subjects of education in the conditions of special school type VIII, and to identify the level of computer literacy of special education
It is clear that information technology for children with limited possibilities of health (LPH) should take into account their special educational needs, which are determined by the specific patterns of deviant development: a slower rate of the age development, a general decline in mental activity, the inconsistency in the figurative and verbal areas of the psyche

Summary

Introduction

In the age of a fast changing world, constant development and complication of technology, the informatization of our education system has a fundamental importance (Xiaobin, 2013). The pedagogical accompaniment system of a child with limited possibilities of health (LPH) assumes the development of content, tools, and methods of the educational process, aimed at revealing and using the subjective experience of the student, disclosing his ways of thinking, forming the individual developmental trajectories through the educational program implementation in view of his personal needs (Khokhlova, 2011). It is clear that information technology for children with LPH should take into account their special educational needs, which are determined by the specific patterns of deviant development: a slower rate of the age development, a general decline in mental activity, the inconsistency in the figurative and verbal areas of the psyche. Disadvantages of verbal mediation and mental activity on the whole lead to deformation of the social situation of the child’s development (Sergeeva & Arkhipova, 2013)

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Discussion

Conclusion