教师使用iPad对支持特殊需求儿童功能能力的影响
1Faculty of Education, Bar Ilan University, Israel.
Research in developmental disabilities
|May 6, 2025
概括
在特殊教育课堂上使用iPad的教师显著改善了孩子的语言,认知和情感发展. 这种技术整合增强了特殊需求学生的整体功能和生活技能.
科学领域:
- 教育技术的教育技术
- 特殊教育 特殊教育
- 发展心理学 发展心理学
背景情况:
- iPad越来越多地被整合到教育环境中,特别是对于有特殊需求的学生.
- iPad使用对各种功能能力的教学影响需要进一步研究.
研究的目的:
- 检查教师在教学上使用iPad对有轻度至重度特殊需求的儿童的功能能力的影响.
- 评估语言,认知,运动,情感发展,生活技能和整体功能方面的改进.
主要方法:
- 一项涉及139名教师和998名有特殊需求的儿童的研究,分为实验 (iPad使用) 和控制组.
- 教师在两个时间点 (T1:iPad前,T2:培训后和6个月使用) 填写了问卷.
- 多级建模用于分析iPad集成的影响,控制背景因素.
主要成果:
- 与对照组相比,实验组的所有领域都观察到功能能力的显著改善.
- 在语言,认知,情感发展,生活技能和iPad使用的一般功能方面,人们注意到了更大的收益.
- 教师的经验,iPad使用频率,孩子的性别和残疾程度影响了功能结果.
结论:
- 教师使用教学iPad对有特殊需求的儿童的功能能力产生了积极的影响.
- 数字工具可以帮助弥合教育差距,并促进残疾学生的机会平等.
- 教师培训和儿童的特殊特点是最大限度地发挥教育技术的好处的重要因素.
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