Intellectual Disability Students Research Articles

Investigation on Understanding the Numeracy Capacity of Intellectual Disabled Students using Enabling Technology Tools: Web Application, AR and UI/UX

The population of individuals with intellectual disabilities (ID) is increasing, necessitating assistance with a wide range of daily activities. Acquiring and assessing numeracy and communication skills are critical for this demographic, requiring tools and techniques tailored to their specific needs. Effective educational tools must employ multi-modal and multi-sensory approaches to cater to diverse learning styles and incorporate assistive technological solutions. Despite the availability of numerous tools, there is a need to enhance their utility and effectiveness. This study aims to identify and refine the requirements for an innovative educational tool that employs Two-dimensional (2D) and Augmented Reality (AR) technologies. To achieve this, we conducted semi-structured interviews and surveys with teachers working with students with ID, gaining insights into the current solutions, advantages, and limitations. Additionally, we used physical props as design probes in a co-design methodology to better understand and elicit the true needs of individuals with ID. The findings from this research will inform the development of a 2D/AR tool designed to make learning mathematics more engaging and effective for individuals with ID, contributing to the advancement of inclusive education practices. Enabling Technology plays a significant role in the numeracy ability among people with ID. Generative AI and Explainable AI shall further improve learning ability in the years to come.

Development of A Career Options Assessment for Intellectual Disability Students in The Extraordinary School of Padang

The objective of this research is to develop a career choice assessment tool that is useful for students intellectual disability and that is based on the personality type of the career of Holland in students intellectual disability. This research produces an assessment instrument based on the Saifuddin Azwar instrument development procedure. The study involved a intellectual disability teacher in the extraordinary School of Padang who was in class XI and XII. Testing the effectiveness of the product is carried out by conducting a confirmation factor analysis of the test results. The test results of the instrument show that the product test results meet the latent variable. Chi square value is 0.623 and RMSEA value is 0.032. These results indicate that the product has a good of fit. Therefore, it can be concluded that a well-made assessment tool is used to choose a career.

Different Effects of Behavioral-Based Strategies for Sustaining Attention of an Elementary Student with Intellectual Disability

<p>智能障礙學生常伴隨注意力缺陷等問題，導致學習歷程困難，影響學習表現和成就。根據國內外文獻和實務報告，為改善注意力與學習問題，兩個常見的行為策略為：（一）增加專注口語提示策略，及（二）暫時移除偏好的教材刺激。然而，國內研究鮮少比較行為策略對於注意力的成效，也缺乏融合應用多媒體動畫影片教材，因此，本研究旨在針對智能障礙伴隨注意力缺陷學生在學習多媒體動畫影片教材時，這兩種行為策略對於學生注意力時間之影響，並比較兩種策略的成效差異。</p> <p>本研究採用單一受試實驗研究法之交替比較設計，針對一位就讀於國小集中式特教班，並經醫療診斷為智能障礙伴隨注意力缺陷的學生，藉由交替設計比較教學者於自然情境中執行上述兩種行為策略時學生注意力維持時間的變化，以呈現自然教學場域中的真實樣貌。研究過程分為基線期、交替介入期，以及最佳介入期，研究數據採取單一受試研究法之視覺分析探究成效。</p> <p>研究結果顯示，研究對象在交替介入期間，無論使用哪種行為策略，注意力維持時間皆高於基線期不使用任何介入策略的情境，並達六次成效複製，顯示兩者對於改善注意力的維持皆具有功能關係，其中，暫時移除偏好的教材刺激策略優於增加專注口語提示策略之成效，為該研究對象之最佳介入策略。</p> <p> </p><p>Attention function is a multi-facet concept that is critical for learning. Students with intellectual disability (ID) are often accompanied by problems such as attention deficit, which leads to difficulties in the learning process and affects academic performance and achievement. According to related studies, in order to improve attention and learning problems, two common behavioral strategies are: (a) using verbal prompt for on-task attention, and (b) removing preferred stimulus. However, there are few domestic studies that compare the effectiveness of behavioral strategies on attention, and there is also a lack of integrated application of multimedia video teaching materials. Therefore, this study aims to explore the impact of these two behavioral strategies on sustaining attention time when ID students with attention deficit learn multimedia animation video teaching materials, and to compare the effectiveness of the two strategies.</p> <p>This was a single subject research using alternating treatment design to compare the two behavioral-based strategies implemented by the student’s teacher in natural educational setting. It focuses on a participant who is studying in a self-contained special education class in an elementary school and has been medically diagnosed with intellectual disability and attention deficit. The research process is divided into baseline, intervention, and better intervention phases. The research data adopts visual analysis of single subject research method to explore the effectiveness.</p> <p>The results of the study showed that during the alternating intervention phases, no matter which behavioral strategies was used, the attention maintenance time of the research participant was higher than that of the baseline phases when no intervention strategy was used, and the effect was replicated six times, showing that both are effective in improving attention. There is a functional relationship between them. Among them, the strategy of temporarily removing the preferred teaching material stimulus is more effective than adding the strategy of focusing on verbal prompts, and is the best intervention strategy for this research participant. Social validity survey also indicated that teachers and parent were satisfied with the intervention outcome.</p> <p> </p>

Digital Games for Children with Intellectual Disabilities (CWID): An Exploratory study on Prerequisites

In recent days, the Game Based Learning (GBL) strategy has gained a significant attention, due to its enormous benefits to the users. Also, it provides an efficient platform for the learners to improve their educational skills, practical skills, learning skills etc. Among other types of games, the digital gaming platforms are more suitable for the intellectual disabled students to improve their skills and understanding capability. In the existing works, the different types of research works are carried out in this domain, which are mainly focused on improving the skill set of students with intellectual disability. The purpose of this work is to conduct a detailed study for analyzing the type of gadgets, and game elements required for the Children with Intellectual Disability (CWID). Also, it intends to explore the different types of available digital games associated to the instructional requirements. The present study is conducted with a closed ended questionnaire on a sample of 60 special educators, who handling the children having an intellectual disability. The quantitative result of this study suggests that the digital games can be accessed by the different types of gadgets with all gaming elements. Moreover, the four different types of digital games are available for CWID, which includes Drill & Practice, Interactive Storytelling, Simulation, and Role Playing. This study can be more helpful for the educators to improve the learning ability of children with intellectual disabilities.

The Use of Fingerboard Media to Improve the Ability to Count Addition Operations in Grade V Intellectual Disability Students at SDLB Sumber Dharma Malang City

The purpose of this study was to determine the effectiveness of the fingerboard media on the ability to perform arithmetic addition operations on students with mild mental retardation. The research method used is quantitative with test data collection techniques and documentation. Meanwhile, the research design used was one group pre-test and post-test design. Data analysis used the Willcoxon Non-Parametric Test using the SPSS program. The subjects of this study were students with mild mental retardation at SLB Sumber Dharma, Malang City. The results showed that there was a change in student learning outcomes after being treated using the media of the fingerboard. This is shown by the Willcoxon hypothesis test data found Z count = -2.251 and α = 0.05, then sig = 0.024. This shows that Sig 0.024 is smaller than 0.05 (0.024 <0.05)

The enhancement of reading ability of students with intellectual disability through strengthening their perceptions and images

This paper discusses the reading difficulties of intellectually disabled students by strengthening their perception and image by providing teaching materials for reading. Teaching materials are made in such a way with the assumption that the material in teaching materials has been known by students before. Teaching materials are made in such a way in the form of capital letters considering that some intellectual disability students belong to the dyslexia group. Teaching materials are made using attractive colors and good paper so that the printout attracts the attention of students. Strengthening perceptions and images is done by providing real objects in the form of interesting objects or puzzle images, and showing the direct object if the object being taught is found directly around the class. Finally, students are asked to take a capital letter puzzle that matches the object being taught This research is experimental research by first making a product to be experimented on. The result shows improvement in the reading ability of students, although problems of implementation are still found because their learning cultures are different. After the experimentation process, the teaching materials were perfected according to the input found by the teacher in the field, Teaching materials are added to the existing lowercase and capital letters and given a separator between letters because students are used to being taught using letter by letter. The conclusion from this experiment is that strengthening perceptions and images of a student with an intellectual disability can improve their reading ability.

Views of Teachers and Principals for Intellectual and Developmental Disabled Students in Quarantine

The Covid-19 pandemic affected all areas of life, including the education system. Extraordinary conditions induced by the pandemic necessitated a sudden transition to distance education, which had significant effects on students, parents, and teachers. While all students were negatively affected by this development, the difficulties experienced by students with developmental disabilities were different from their peers with typical development. It has been reported that the individuals with developmental disabilities experienced the highest difficulty in the management of the negative effects of the Covid-19 pandemic, and their needs were primarily ignored in distance education. The current study was conducted with a phenomenological and qualitative approach to investigate the related data in depth. The study participants included 10 special education teachers and 10 special education school principals. The study findings revealed that it was extremely difficult to conduct special education online; schools were not only a learning environment for the students with developmental disabilities, but also a sphere of socialization.

Pelatihan Membuat Tasbih Pada Siswa Tunagrahita Di SLB YP3LB Makassar

SLB must prepare its graduates to have adequate income for themselves. One simple skill that is expected to provide income is tasbih making. This community service activity is carried out through training activities on making simple prayer beads for intellectual disability students at SLB YP3LB Makassar. Implementation of service using the demonstration method. The presenter introduces materials and tools then demonstrates how to make simple tasbih, after which the presenter guides step by step how to make tasbih. Participants in the service activity were intellectual disability students in class 11 SLB YP3LB Makassar, totaling 5 people. Community service activities can be carried out properly. Intellectual disability students can make simple tasbih even with the help of activity companion students. It is recommended to prepare students' initial abilities before providing training. It is hoped that this training can be continued with tasbih that are more varied and have a sale value

Family Support Situation and Educational Strategies for Primary School Children with Intellectual Disabilities Learning in Regular Class

This paper aims to verify the family support situation for primary school children with intellectual disabilities learning in regular class and to explore various educational strategies to promote their development. A self-made questionnaire was used in this survey, and the parents of 380 intellectual disabled students were the subjects of this survey. It turns out that the overall family support for intellectual disabled children learning in regular class in China is good, but it is affected by the degree of obstacles. Factors such as grade, gender, and parental education had no significant effect on family support. It is the shared responsibility of the government, schools, and parents to promote the level of family support. Governments at all levels must implement family support projects, schools must carry out family education guidance to impart scientific parenting knowledge, and parents must take note of their own responsibilities, so as to promote the physical and mental development of children with intellectual disabilities.

Metode Scaffolding dengan Kartu Suku Kata Meningkatkan Kemampuan Membaca Permulaan Siswa Mild Intellectual Disabilities

Limited cognitive function students need special learning strategies in formal schools. This study analyzed students with Mild Intellectual Disabilities were based on psychological assessments based on observations, interviews, Binet Intelligence Tests, Curriculum-Based Measurement (CBM) tests, and reports on learning outcomes. Scaffolding method is a learning technique designed to change the support given to students during the learning session by adjusting the level of students' abilities. This study aims to improve reading skills in mild intellectual disabilities students, especially early reading skills. This research method uses a single case experimental design with scaffolding method intervention followed by the use of syllable cards in a 2nd year of elementary school students who comprehended Indonesian language material in class 1 semester I. The data were analyzed descriptively which reported the improvement in the subject's reading ability based on the results of the intervention. The intervention to the subject was preceded by psychoeducation to teachers and parents for the attainment of research objectives. The results showed that the scaffolding method, followed by the use of syllable cards, specifically affected the subject's ability to pronounce letters, read syllables, read words, complete words, write dictated words, and read simple sentences. As a result, the subject shows the ability to read three to five syllables in a word and the subject can read words containing consonants at the end of words.
 Keywords: Mild Intellectual Disabilities, Scaffolding Method, Syllable Cards, Beginning Reading, Children with Special Needs

Intellectual disability students' learning in higher education.

Intellectual disability students' learning in higher education.

Hubungan Pola Asuh Orang Tua dengan Motivasi Belajar Siswa Tunagrahita di SLB BC Dharma Wanita 03 Malang

Parenting parents play an essential role in developing children's learning motivation. However, children with intellectual disabilities often experience failure, which causes children to despair quickly. Under these conditions, children with intellectual disabilities need appropriate parenting to develop learning motivation. This study aims to determine the relationship between parenting style (X2) and learning motivation of intellectual disabilities students (X2) at SLB BC Dharma Wanita 03 Negeri Malang. This research was conducted with quantitative methods using a correlational research design. Questionnaires and interviews did data collection. The data were analyzed by Spearman rank correlation analysis. The study results: there is a significant relationship between parenting patterns (X1) and learning motivation of intellectual disabilities students (X2) with a Spearman Rho correlation value of 0.872 with a significance level of 0.001. This study concludes that there is a positive and direct relationship between parenting patterns (X1) and the learning motivation of intellectual disabilities students (X2) and has a strong relationship.

English Language Learning for Mild Intellectual Disability Students During Pandemic

The participation of mild intellectual disability children in school is important because it is a crucial problem of how intellectual disability people can get a job, become independent people, and can live without depending on others. This study intends to analyze the ability of mild intellectual disability students in social interaction and determine their ability to use language in one of the special needs schools in Bandung. This study used a qualitative approach with a case study design. The participants are mild intellectual disability students, English teachers, and school principals in SLB Wartawan in Bandung. The instruments used in this study were observation guidelines, filed notes, and interview guidelines. The data shows that two students categorize “poor”, ten students categorize “fair, and four students categorize “good” in having social interaction. It can be concluded that most students have a fair category in social interaction. Moreover, the data also reveal that from 16 students, four students categorize “poor”, nine students categorize "fair", and three students categorize "good" in their language ability to communicate with others in the classroom. It can be concluded that most mild intellectual disability students have a fair category in their language ability. The result of observation, fieldnotes and interview also show the activity of English language learning for mild intellectual disability students through blended learning during the pandemic.

Promt Scaffolding in Learning Life Skills for Self-Development of Intellectual Disabilities Students in Inclusive Primary School

Scaffolding promt plays an important role in improving the life skills of students with intellectual disabilities so that they are independent in their daily activities. This study aims to investigate the relationship and importance of scaffolding promt in the context of learning the life skills of students with intellectual disabilities at SD inclusive. This research was conducted on Inclusive primary school students. The data collection tool used is a self-development life skill performance test consisting of 22 items. Data analysis using Pearson product moment. Based on the analysis of research data, there is a significant relationship between scaffolding promt by increasing the life skills of intellectual disability students with intellectual disabilities in SD inclusive. The results of the study also showed the importance of scaffolding promt because it made a significant contribution to increasing the independence of students with intellectual disabilities in carrying out life skills in the context of real life. The limitations of this research only cover students with mental retardation in the scope of inclusive primary schools, so that more extensive further research is needed.

Enhancing mental skills for better Reading-writing abilities using Interactive assistive Technology: A survey-based study for Down Syndrome Students

The aim of present study is to bring Human-Computer Interaction strategy to bridge the reading-writing issues faced by intellectual disabled Down Syndrome Students with the support of Interactive Technology. We have used mixed methodology, wherein an online survey is processed across the Pakistan to evaluate medium of computing technology accessed by Down syndrome students and to identify the problems faced in reading-writing. A practical approach carried out to observe the mental strengths and thinking potential through hands-on practice with desktop, portable devices, smart phones, and specific applications. A proposed Interactive Learning Model compensate the barriers faced in reading- writing through using assistive technology services and applications. The results show that the assistive technology and relative services enhance the thinking and decision-making abilities. Interactive technology and smart solutions provide a continuously support with touch-to-speak technology to develop language skills and expressing their thoughts, communication control and decrease frustration. Tough-type-read-spell oriented custom software to improve reading and spelling skills and to provide paperless advantage.

Using Mnemonics to Improve Intellectually Disabled Students’ Behavior

Using Mnemonics to Improve Intellectually Disabled Students’ Behavior

LANDASAN PENYUSUNAN PROGRAM PEMBELAJARAN MATEMATIKA BAGI SISWA TUNAGRAHITA RINGAN

Mentally retarded children or also called children with intellectual disability are children with below average intelligence who experience obstacles in adaptive behavior in the form of taking care of themselves and carrying out activities of daily living. Children with intellectual disability need special education and services to help them achieve optimal development. Children with mild intellectual disability require three basic skills, such as reading, speaking and arithmetic. The implementation of learning in the classroom, especially in learning mathematics requires learning modifications, so that they are in accordance with the individual conditions of intellectual disability students. Intellectual disability students have obstacles to think about something abstract, so in the preparation of learning programs the teacher is expected to; (1) understanding the characteristics of mild intellectual disability students, (2) conducting assessments, (3) being creative in modifying learning methods.

Improvement on Gross Motor Skills of Intellectual Disability Students through Games

Improvement on Gross Motor Skills of Intellectual Disability Students through Games

Using Technology to Enhance the Performance of Intellectually Disabled Students: Mobile Game-based Urdu Learning

The notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.

Using Technology to Enhance the Performance of Intellectually Disabled Students: Mobile Game-based Urdu Learning

The notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.