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Öğrenme Güçlüğünde Teknoloji Kullanımı Üzerine Sistematik Bir İnceleme

Yıl 2020, Cilt: 21 Sayı: 3, 611 - 638, 01.09.2020
https://doi.org/10.21565/ozelegitimdergisi.563763

Öz

Bu çalışma, öğrenme güçlüğü (ÖG) olan bireyleri desteklemek için
teknolojiyi kullanma konusundaki araştırma çalışmalarının sistematik bir alanyazın
taramasıdır. Çalışmanın amacı; (1) öğrenme güçlüğünde teknoloji kullanımındaki
eğilimleri, (2) kullanılan teknolojilerin öğrencilerin matematik, okuma ve
yazma performanslarını nasıl etkilediği ve (3) öğrencilerin kullanılan
teknolojilere karşı tutumlarını belirlemektir. Bu kapsamda, 56 makaleyi
kapsayan sistematik bir alanyazın taraması ayrıntılı olarak incelenmiştir.
Yapılan derlemenin sonucunda, makalelerin çoğunun 1995-2018 yılları arasında
Amerika Birleşik Devletlerinde (ABD) yayınlandığını göstermiştir. Ayrıca,
yürütülen çalışmalarda genel olarak çoklu ortam tasarımının kullanıldığı ve
katılımcı olarak ise ilkokul öğrencilerinin tercih edildiği belirlenmiştir. İlaveten,
sistematik alanyazın taraması, öğrenme güçlüğünde geliştirilmek istenen becerileri
ve bu becerileri geliştirmek için kullanılan teknolojileri ortaya koymuştur. Bunlara
ek olarak, kullanılan teknolojilerin öğrencilerin performanslarını olumlu yönde
etkilediği ve çğrencilerin kullanılan teknolojilere karşı tutumlarının genel
olarak olumlu olduğu bulunmuştur.

Kaynakça

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  • Blackhurst, A. E. (2005). Perspectives on applications of technology in the field of learning disabilities. Learning Disability Quarterly, 28(2), 175–178. https://doi.org/10.2307/1593622
  • Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44(3), 367–380.
  • Brodin, J. (2010). Can ICT give children with disabilities equal opportunities in school? Improving Schools, 13(1), 99–112. https://doi.org/10.1177/1365480209353483
  • *Bryant, B. R., Ok, M., Kang, E. Y., Kim, M. K., Lang, R., Bryant, D. P., & Pfannestiel, K. (2015). Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education, 24(2), 255–272. https://doi.org/10.1007/s10864-015-9218-z
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A Systematic Review on the Use of Technology in Learning Disabilities

Yıl 2020, Cilt: 21 Sayı: 3, 611 - 638, 01.09.2020
https://doi.org/10.21565/ozelegitimdergisi.563763

Öz

This paper is a systematic literature
review of research studies on using technology to support individuals with
Learning Disabilities (LD). The purpose is to determine (1) trends in the use
of technology in LD, (2) the effects of technological tools on reading, writing
and mathematics performances of students’ with LD and (3) LD students’
attitudes toward learning with technology. To provide a holistic view, a
systematic literature review covering 56 articles were examined in detail.
Results showed that the majority of articles were published in the United
States of Amerika between 1995 and 2018. Also, most of these articles preferred
multiple baseline designs and sampled elementary school students. Also, the
review revealed essential skills that need improvement and the technological
tools utilized to enhance these skills. Moreover, results showed that
technological tools positively affect students’ performances and students’
attitudes toward implemented technology was generally positive. 

Kaynakça

  • APA. (2013). Diagnostic and statistical manual of mental disorders (fifth). Arlington: American Psychiatric Publishing.
  • *Belson, S. I., Hartmann, D., & Sherman, J. (2013). Digital note taking: The use of electronic pens with students with specific learning disabilities. Journal of Special Education Technology, 28(2), 13–24.
  • Blackhurst, A. E. (2005). Perspectives on applications of technology in the field of learning disabilities. Learning Disability Quarterly, 28(2), 175–178. https://doi.org/10.2307/1593622
  • Bouck, E. C., Bassette, L., Taber-Doughty, T., Flanagan, S. M., & Szwed, K. (2009). Pentop computers as tools for teaching multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities, 44(3), 367–380.
  • Brodin, J. (2010). Can ICT give children with disabilities equal opportunities in school? Improving Schools, 13(1), 99–112. https://doi.org/10.1177/1365480209353483
  • *Bryant, B. R., Ok, M., Kang, E. Y., Kim, M. K., Lang, R., Bryant, D. P., & Pfannestiel, K. (2015). Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education, 24(2), 255–272. https://doi.org/10.1007/s10864-015-9218-z
  • Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: Identification and intervention. ZDM - Mathematics Education, 42(6), 527–539. https://doi.org/10.1007/s11858-010-0267-4
  • *Campbell, M. L., & Mechling, L. C. (2009). Small group computer-assisted instruction with SMART board technology: An investigation of observational and incidental learning of nontarget information. Remedial and Special Education, 30(1), 47–57. https://doi.org/10.1177/0741932508315048
  • Chang, Y.-J., Chen, S.-F., & Huang, J.-D. (2011). A Kinect-based system for physical rehabilitation: A pilot study for young adults with motor disabilities. Research in Developmental Disabilities, 32(6), 2566–2570. https://doi.org/10.1016/j.ridd.2011.07.002
  • *Ciullo, S., Falcomata, T. S., Pfannenstiel, K., & Billingsley, G. (2015). Improving learning with science and social studies text using computer-based concept maps for students with disabilities. Behavior Modification, 39(1), 117–135. https://doi.org/10.1177/0145445514552890
  • *Corkett, J. K., & Benevides, T. (2016). iPad versus handwriting: Pilot study exploring the writing abilities of students with learning disabilities. Journal of International Special Needs Education, 19(1), 15–24. https://doi.org/10.9782/JISNE-D-15-00011.1
  • *Cullen, J., Keesey, S., Alber-Morgan, S. R., & Wheaton, J. (2013). The effects of computer-assisted instruction using Kurzweil 3000 on sight word acquisition for students with mild disabilities. Education and Treatment of Children, 36(2), 87–103. https://doi.org/10.1353/etc.2013.0017
  • *Cullen, J. M., Alber-Morgan, S. R., Schnell, S. T., & Wheaton, J. E. (2014). Improving the reading skills of students with disabilities using headsprout comprehension. Remedial and Special Education, 35(6), 356–365. https://doi.org/10.1177/0741932514534075
  • *Curcic, S. (2011). Addressing the needs of students with learning disabilities during their interaction with the web. Multicultural Education & Technology Journal, 5(2), 151–170. https://doi.org/http://dx.doi.org/10.1108/MRR-09-2015-0216
  • Çakıroğlu, O. (2017). Özel öğrenme güçlüğüne giriş. In M. A. Melekoğlu & U. Sak (Eds.), Öğrenme Güçlüğü ve Özel Yetenek (1. Baskı) (pp. 1-22). Pegem Atıf İndeksi.
  • *Decker, M. M., & Buggey, T. (2014). Using video self- and peer modeling to facilitate reading fluency in children with learning disabilities. Journal of Learning Disabilities, 47(2), 167–177. https://doi.org/10.1177/0022219412450618
  • *Dimitriadi, Y. (2001). Evaluating the use of multimedia authoring with dyslexic learners: A case study. British Journal of Educational Technology, 32(3), 265–275. https://doi.org/10.1111/1467-8535.00197
  • *Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of universal design to test delivery : The effect of computer-based read-aloud on the test performance of high school students with learning disabilities. The Journal of Technology, Learning, and Assessment, 3(7). https://doi.org/10.1107/S0909049507037600
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  • Mohammed, A. A., & Kanpolat, Y. E. (2010). Effectiveness of computer-assisted instruction on enhancing the classification skill in second-graders at risk for learning disabilities. Electronic Journal of Research in Educational Psychology, 8(3), 1115–1130.
  • MoNE. (2010). Okullarımızda neden nasıl niçin kaynaştırma (1st ed.). Ankara.
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  • *Nelson, L. M., & Reynolds, T. W. (2015). Speech recognition, disability, and college composition. Journal of Postsecondary Education and Disability, 28(2), 181–197.
  • *Niedo, J., Lee, Y.-L., Breznitz, Z., & Berninger, V. W. (2014). Computerized silent reading rate and strategy instruction for fourth graders at risk in silent reading rate. Learning Disability Quarterly, 37(2), 100–110. https://doi.org/10.1177/0731948713507263
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  • *Nordness, P. D., Haverkost, A., & Volberding, A. (2011). An examination of hand-held computer-assisted instruction on subtraction skills for second grade students with learning and behavioral disabilities. Journal of Special Education Technology, 26(4), 15–24.
  • *Papadima-Sophocleous, S., & Charalambous, M. (2014). Impact of ipod touch-supported repeated reading on the english oral reading fluency of L2 students with specific learning difficulties. The EUROCALL Review, 22(1), 47–58.
  • Price, G. R., & Ansari, D. (2013). Dyscalculia : Characteristics , causes, and treatments. Numeracy, 6(1). https://doi.org/10.5038/1936-4660.6.1.2
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  • *Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32(4), 467–478. https://doi.org/10.5815/ijigsp.2012.01.06
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Sibel Dogan 0000-0002-8688-8578

Ömer Delialioğlu 0000-0001-6515-3516

Yayımlanma Tarihi 1 Eylül 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 21 Sayı: 3

Kaynak Göster

APA Dogan, S., & Delialioğlu, Ö. (2020). A Systematic Review on the Use of Technology in Learning Disabilities. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(3), 611-638. https://doi.org/10.21565/ozelegitimdergisi.563763




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