Abstract
Teachers often consider modern active teaching methods to be better suited for students who are good at learning or even for gifted students, as they assume that students with learning disabilities have underdeveloped metacognitive and social learning skills, that they require more time to grasp the techniques of the more advanced, technology aided teaching methods and that they cannot acquire additional knowledge at the same time. Our research focuses on pupils with learning disabilities, their attitude towards learning and teaching with the help of ICT and on motivation that arises from it. The study has shown that students with learning disabilities are confident enough in their computer skills that teachers may freely use modern teaching methods with them in primary school, as even those children are motivated and have a good attitude towards such teaching methods.
Highlights
IntroductionThere are increasing numbers of studies on the positive effects of ICT aided teaching and learning on the results and achievements of children, pupils and studnets with special needs, i.e. the blind and the visually impaired, the deaf and hearing-impaired, children with psychological development disorders, children with physical disabilities or others
In the attitude of primary school children towards the use of modern educational technology we observed the following three factors: 1.) opinion of pupils with learning disabilities that computer aided learning is much more fun than classic teaching in the class with traditional learning methods; 2.) opinion on the frequency of computer use during lessons and 3.) the level of fun which they used to define whether the computer was used only for entertainment or for learning as well
The study showed that motivation for learning with the help of educational technology is high in pupils with learning disabilities, reaching the same result as the studies done by Papastergiou [11], Bakar et al [1] and Tüzün et al [18]
Summary
There are increasing numbers of studies on the positive effects of ICT aided teaching and learning on the results and achievements of children, pupils and studnets with special needs, i.e. the blind and the visually impaired, the deaf and hearing-impaired, children with psychological development disorders, children with physical disabilities or others. We are seeing the emergence of various studies on the effect of ICT on students with severe forms of specific learning disabilities, which are called deficiencies in specific fields of learning; such studies are rare. This group includes students with critical and non-critical learning disabilities. Since the percentage of pupils with critical and noncritical learning disabilities in our primary schools is so high, it is crucial that we study the impact of education technology on these students and on their attitude and motivation for learning with the aid of computers, especially in regard to students with non-critical learning disabilities, as this particular field is the least explored of them all
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