INTEGRATED LEARNING SYSTEMS AND THEIR EFFECTS ON ATTENTION OF CHILDREN WITH INTELLECTUAL DISABILITY
INTEGRATED LEARNING SYSTEMS AND THEIR EFFECTS ON ATTENTION OF CHILDREN WITH INTELLECTUAL DISABILITY

Summary/Abstract: A widely spread acknowledgement states that most children are enticed by computer games as well as by every other activity related. In this respect, neither the children with intellectual disability are an exception, while many of them have not the opportunity to use a computer at home, therefore they have to ?benefit? from the occasion offered by the school they attend. We purposely planned the time spent by the pupil in front of a computer to at utmost efficiency, as o helped by an educational software adapted for the pupils with special educational needs. The present research was thus developed on the hypothesis that those pupils using this educational package would prove visible progress in acquiring a higher attention level, both in quantity and quality terms. Following the theoretical considerations, we built an investigative procedure with the target of identifying the impact resulted from using a computer-aided educational software adapted to the children with special educational needs, as mainly concentrated on the direct influence on pupils? focused and distributive attention. The research was applied to two sampling lots of subjects ? a control lot and an experimental lot, each of them containing 90 pupils selected from the special education system in Bucharest. In compliance with their chronological age, the subjects are ranging between 10 and 16 years old, boys and girls, while their years of study vary from the 4th to 8th grade. As results, progress can be noticed in terms of the attentional level, both within the experimental lot and the control lot. However, the experimental lot recorded a meaningful progress form the statistic point of view as related to all variables investigated, if compared to the control lot, where progress is insignificant.

• Details
• Contents