实施信息和通信技术,以促进神经发育障碍学生参与高中职业
Moa Yngve1,2, Helene Lidström1
1Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden.
Disability and rehabilitation. Assistive technology
|August 17, 2023
概括
个性化信息和通信技术 (ICT) 干预措施显著降低了神经发育障碍的高中生对支持的感知需求. 这项技术改善了学校的参与和学术成果.
科学领域:
- 教育技术的教育技术
- 特殊教育 特殊教育
- 神经发育障碍 神经发育障碍
背景情况:
- 信息和通信技术 (ICT) 被认为具有促进特殊教育需求学生包容性学习环境的潜力.
- 患有神经发育障碍的学生在充分参与学校活动时经常面临挑战.
- 了解特定的ICT需求和干预措施的影响对于改善教育成果至关重要.
研究的目的:
- 评估高中学生在个性化干预之前和之后对神经发育障碍的信息通信技术的感知需求.
- 描述如何利用ICT来加强参与各种学校活动.
- 评估ICT干预对学业成绩和应对策略的影响.
主要方法:
- 一个混合方法研究,采用一组测试前后设计.
- 包括99名被诊断患有神经发育障碍的高中生.
- 通过问卷和学校设置采访 (SSI) 收集数据,使用描述性统计数据,威尔科克森签名等级测试和演性内容分析进行分析.
主要成果:
- 感知ICT需求的中位数显著下降,从基线时的6个下降到随访时的1个 (p<.001).
- 发现的最重要的需求是帮助记住任务 (95%的学生).
- 干预后,61%的学生报告学习结果有所改善,68%的学生表现出更强的能力来管理具有挑战性的学校情况.
结论:
- 个性化的ICT干预措施在增加神经发育障碍学生的学校参与方面表现有前途.
- 信息和通信技术工具有效地为笔记和写作等学术任务提供了结构,提醒和支持.
- 这些发现支持整合量身定制的ICT解决方案,以改善学生群体的教育体验和成果.
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