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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Practical Methodology of Cognitive Tasks Within a Navigational Assessment

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Technology-enhanced and game based learning for children with special needs: a systematic mapping study.

Jose A Gallud¹, Monica Carreño², Ricardo Tesoriero¹

¹Universidad de Castilla-La Mancha, Campus Universitario s/n, 02071 Albacete, Spain.

Universal Access in the Information Society

|July 12, 2021

Summary

This review explores technology-enhanced and game-based learning for children with special needs. It identifies effective tools and methods, highlighting research gaps and opportunities in special education technology.

Keywords:

Children with special needs Game-based learning Kindergarten Primary education Systematic review Technology-enhanced learning

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Area of Science:

Educational Technology
Special Education
Human-Computer Interaction

Background:

Technology-based education for children with special needs is a growing research area.
Diverse disabilities and educational needs present a multidisciplinary challenge.
Existing systematic reviews lack clarity on optimal technology-enhanced and game-based learning (TEGBL) tools.

Purpose of the Study:

To systematically review TEGBL systems and methods for children with special needs.
To analyze the current state-of-the-art in this research field.
To identify the most effective tools, games, and academic subjects.

Main Methods:

Systematic literature review of 18 selected primary studies (filtered from 614 contributions).
Analysis of frequent disabilities, technologies used, learning subjects, and game types.
Answering predefined research questions on TEGBL effectiveness.

Main Results:

Identified frequent disabilities and common technologies in prototypes.
Cataloged the range of learning subjects and types of learning games employed.
Highlighted specific TEGBL approaches that have shown positive outcomes.

Conclusions:

Summarized research opportunities and identified gaps in the current literature.
Provided insights into effective TEGBL strategies for children with special needs.
Emphasized the need for further research to determine best practices.