Underpinning implications of instructional strategies on assistive technology for learning disability: a meta-synthesis review.
This article reviews the instructional strategies used by assistive technologies and maps their problem manifestation and effectiveness for children with learning disabilities. The objective of this article is to investigate the most common types of assistive tools used in learning to study their at...
| Publicado en: | Disability & Rehabilitation: Assistive Technology Vol. 18; no. 4; pp. 423 - 432 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163488730&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163488730 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17483107 1X04 jtl: Disability & Rehabilitation: Assistive Technology issn: 17483107 maglogo: Y pubinfo: dt: May2023 vid: 18 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 163488730 148101480 163488730 163488730 10.1080/17483107.2020.1864669 163488730 ppf: 423 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Underpinning implications of instructional strategies on assistive technology for learning disability: a meta-synthesis review. aug: au: Thapliyal, Monika Ahuja, Neelu Jyothi affil: School of Computer Science, University of Petroleum and Energy Studies, Dehradun, India sug: subj: Learning Disorders Therapy Teaching Methods Assistive Technology Utilization Assistive Technology Devices Evaluation Human Meta Synthesis Medline PubMed Mobile Applications Software Design Dyscalculia Therapy Agraphia Therapy Dyslexia Therapy Assistive Technology Devices Classification Learning Funding Source ab: This article reviews the instructional strategies used by assistive technologies and maps their problem manifestation and effectiveness for children with learning disabilities. The objective of this article is to investigate the most common types of assistive tools used in learning to study their attributes, limited to the needs of learners with the condition of dyslexia, dysgraphia and dyscalculia. It studies currently available low, mid and high-level assistive learning technologies available to deal with problems faced by these learners. Assistive tools studied in this article range from simple hardware tools to multi-sensory software. A simple analytical framework by interlinking, Problem Manifestation, Underpinned Implication, Instructional Strategy and Cognitive Strength Developed (PISC) is formulated to examine the tools. Five assistive tools types (non-electronic products, low-tech products, mid-tech products, high-tech products apps and learning software) for each learning disability are identified, analysed and associated learning implication is studied under PISC framework. This helps to map the problems and learning style of learning disabled and analyses the underpinned implication along with the corresponding development of skills (cognitive, affective or psychomotor) by these assistive technologies. Performance of identified assistive tool types using PISC framework is analysed. Findings are reported and discussed. Available assistive tools are not learning disability specific. So, in order to differentiate the learning path of a Learning Disabled learner from that of a Non-Learning Disabled learner, study is conducted under four attributes of PISC framework: Problem Manifestation, Underpinned Implication, Instructional Strategy and Cognitive Strength. Available assistive tools in the field of remedial education are found to be problem centric and only able in dealing with single academic learning need of a learner with specific learning difficulty. The mapping of the available assistive technologies under PISC framework provides a detailed structure for the selection of most suited assistive tool as per learning requirement of a learner with learning disability. This study also conclude the non- availability of the High-tech assistive tools and Educational Software specifically designed for learners with learning disability. pubtype: Academic Journal doctype: research tables/charts meta synthesis Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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