Open AccessUsing Technology to Promote Academic Success for Students with Learning Disabilities
Author(s) -
Ali M. Alghazo,
Boshra E. Al-Otaibi
Publication year - 2016
Publication title -
journal of studies in education
Language(s) - English
Resource type - Journals
ISSN - 2162-6952
DOI - 10.5296/jse.v6i3.9638
Subject(s) - constructive , mathematics education , psychology , point (geometry) , assistive technology , learning disability , watson , computer science , pedagogy , human–computer interaction , artificial intelligence , geometry , mathematics , process (computing) , psychiatry , operating system
The following research paper provides intends to act as an authoritative reference point for information related to using technology to promote academic success of students with Learning Disabilities (LD) based on information retrieved from various sources. The major objectives of this study are: To explore the advantages resulting from usage of technology to promote academic success for students with learning disabilities; To understand the obstacles that hinder the successful implementation and integration of technology that could be used to promote academic success for students with learning disabilities. To answer the question of how can technologies be used and integrated in the best possible manner to promote academic success for students with learning disabilities? The methodology used in the following study is a systematic literature review of relevant research studies and articles. A methodical analysis of previous literature is an imperative part of any academic research project (Webster & Watson, 2002). A comprehensive, high-level literature review forms the basis and motivation for constructive and extensive research (Boote and Beile, 2005, p. 3). The study found that schools and educationists need to execute requisite pedagogy in such a manner that students with LD are benefitted rather than confining them to special instructions and objectives. Integrating technology into regular education to support students with LD need not be costly or necessitate massive training. Assistive technology ranging from low-tech devices like pencil grips to advanced software like speech recognition software can empower children having LD with the skills required to take forward their education in an equivalent manner like their peers. Emerging technologies like social networking sites and freely available communication software can aid effective association with teachers and peers. Continuous policy up gradation and research can immensely contribute towards technology incorporation within teaching lessons for students with different academic LD.