Abstract
Objectives: To investigate the effects of using audio-visual aids and computer-assisted/ aided language instructions (CALI) in the performance of the students of special needs while studying writing skill, an experimental study was undertaken for this purpose. Methods: Forty students of special needs (Age= 8-18) of both sexes were pre-and-post tested at al-Malādh school for students of special needs. The performance of this group of students was compared to that of another group (control group) of the same number. Both groups were taught writing course by the same speech language therapists (SLT). The only exception was that with the first group, audio-visual aids and CALI were used, while these educative aids were not used with the second group. Both qualitative and quantitative analyses were conducted. Results: There were significant differences in the results of the two groups in the two tests. However, the, the rate of the performance of group 1 (experimental group) was significantly higher after the posttest conducting to test their performance in writing course (at the end of semester) (74.05%) than that of group 2 (control group) (32.5%). Males registered higher scores than females (1483 vs. 1479). These results suggest that using audio-visual aids and CALI when teaching productive skills, notably writing skill to students of special needs is very important as these educational aids improve the level of this class of students.
Highlights
Males registered higher scores than females (1483 vs. 1479). These results suggest that using audio-visual aids and computer-assisted/ aided language instructions (CALI) when teaching productive skills, notably writing skill to students of special needs is very important as these educational aids improve the level of this class of students
To study how audio-visual aids and CALI affect the ability of the normal students and those of special needs, improve their productive skills, some researchers went further to investigate the process of recognizing the word in the brain before it is articulated
The results showed that blogs are reliable tools for the improving students' productive skills
Summary
The operation takes place, according to Bradham when "Outer hair cells provide mechanical feedback into the organ of Corti, enhancing the input to the inner hair cells, which predominantly send information to the central nervous system." (Bradham, 2012: Abstract). Such findings inspired researchers to ask legitimate and reasonable questions relating to the ways information are processed in the brain and the relationship between motion representation and the visual motion system (Pavan & Baggio, 2013). How and where does this process take place in the brains of students with special needs, especially when it comes to matters relating to deep/ surface reading for example (Wolf, et al, 2012) or those concerning Braille-reading and the way to understand issues like shape and space by blind students (Klingenberg, 2013). Onnis & Thiessen (2013)'s findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning
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