The role of educational applications in enhancing special needs pupils' English language performance
Keywords:
children's education application, special needs pupils, inclusive education, english language performanceAbstract
Teaching special-needs pupils require a highly professional teacher with good teaching experience. Recently, especially during the COVID-19 pandemic-imposed distance- communication, educational institutions shifted the educational process to distance education via electronic communication platforms with the help of educational applications. Educational applications have experienced an extensive and rapid spread worldwide. This study aims to reveal the role of the most recommended educational application called "Children's Education" in enhancing special-needs primary school pupils' English language performance in writing English letters, reading English letters, learning English daily life vocabulary, subject pronouns, English numbers, dictation, and matching pictures with action words. The participants were nine from Baghdad, Iraq, twelve from Jordan, and eight from AlBuraimi City, Sultanate of Oman, of special-needs pupils from grade six inclusive classrooms in primary schools during the first semester of the academic year 2021–2022. A pretest and posttest were used to collect the data. Means and standard deviations were used as statistical means to analyze the data. The findings revealed that the "Children's Education" application positively affects the special-needs pupils enhancing their English language performances. Their conditions variables influenced the performance levels among the pupils.
Downloads
References
Abdallah, E. E., & Fayyoumi, E. (2016). Assistive technology for deaf people based on android platform. Procedia Computer Science, 94, 295-301. doi.org/10.1016/j.procs.2016.08.044
Abelhameed, Hamed, Abelhameed (2022). T3leem. Egypt abdelhameedhamed9@gmail.com. https://play.google.com/store/apps/details?id=com.asdh01919.Childrens_education.
Anber, M. M., & Jameel, A. S. (2020). Measuring university of anbar EFL Students’ awareness of emoji faces in WhatsApp and their implementations. Dirasat: Human and Social Sciences, 47(2), 582-593.
Al-Busaidi, S., & Tuzlukova, V. (2018). Teachers’ perceptions of practices and challenges of innovating for the inclusion of special needs university English language learners in Oman. Journal of Educational and Psychological Studies [JEPS], 12(4), 659-671. DOI: 10.24200/jeps.vol12iss4pp659-671
Alzrayer, N. M., & Banda, D. R. (2017). Implementing tablet-based devices to improve communication skills of students with autism. Intervention in School and Clinic, 53(1), 50–57. https://doi.org/10.1177/1053451217692569
Berns, A., Isla-Montes, J. L., Palomo-Duarte, M., & Dodero, J. M. (2016). Motivation, students’ needs and learning outcomes: A hybrid game-based app for enhanced language learning. SpringerPlus, 5(1), 1-23. https://doi.org/10.1186/s40064-016-2971-1
Bouzid, Y., Khenissi, M. A., & Jemni, M. (2015). Designing a game generator as an educational technology for the deaf learners. In 2015 5th International Conference on Information & Communication Technology and Accessibility (ICTA) (pp. 1-6). IEEE. DOI: 10.1109/ICTA.2015.7426914
Bouzid, Y., Khenissi, M. and Jemni, M. (2015) "Designing a game generator as an educational technology for the deaf learners," 5th International Conference on Information & Communication Technology and Accessibility (ICTA), 2015, pp. 1-6, doi: 10.1109/ICTA.2015.7426914.
Campigotto, R., McEwen, R., & Epp, C. D. (2013). Especially social: Exploring the use of an iOS application in special needs classrooms. Computers & Education, 60(1), 74-86. https://doi.org/10.1016/j.compedu.2012.08.002
Cheng, S. C., & Lai, C. L. (2020). Facilitating learning for students with special needs: a review of technology-supported special education studies. Journal of computers in education, 7(2), 131-153. https://doi.org/10.1007/s40692-019-00150-8
Cheng, SC. and Lai, CL. (2020). Facilitating learning for students with special needs: a review of technology-supported special education studies. J. Comput. Educ. 7, 131–153 https://doi.org/10.1007/s40692-019-00150-8
Chrzanowska, I. (2021). Remote education of students with disabilities in inclusive forms of education in Poland during the COVID-19 pandemic. International Journal of Special Education, 36(2), 44-52. Doi.10.52291/ijse.2021.36.11
Durkin, K., Boyle, J., Hunter, S., & Conti-Ramsden, G. (2015). Video games for children and adolescents with special educational needs. Zeitschrift für Psychologie, 221 (2), https://doi.org/10.1027/2151-2604/a000138
Elaish, M. M., Ghani, N. A., Shuib, L., & Al-Haiqi, A. M. (2018). Mobile games for language learning. In Mobile Applications and Solutions for Social Inclusion (pp. 137-156). IGI Global. DOI:10.1109/ACCESS.2019.2891504
Erdem, R. (2017). Students with special educational needs and assistive technologies: A literature review. Turkish Online Journal of Educational Technology-TOJET, 16(1), 128-146.
Fernández - López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez -Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90. DOI: 10.1016/j.compedu.2012.09.014
Gandolfi, E., Calabria, K., & Ferdig, R. E. (2018). Digital Games for Special Needs; Special Needs for Digital Games. Games as Art, Media, Entertainment, 1(7).
Gonzalez, M. (2014). The effect of embedded text-to-speech and vocabulary ebook scaffolds on the comprehension of students with reading disabilities. International Journal of Special Education, 29 (3), 1-15. Retrieved from :
http://www.internationalsped.com/ijse/article/view/13
Good, J. (2021). Serving students with special needs better: How digital technology can help. OECD Digital Education Outlook 2021 Pushing the Frontiers with Artificial Intelligence, Blockchain and Robots, 123.
Hasselbring, W. (2000). Information system integration. Communications of the ACM, 43(6), 32-38.
Hock, R. (2015). Book review: Hayes, D. (Ed.) (2014). Innovations in the continuing professional development of English language teachers. LC Forum, 12, 6-8.
Hudson, R., High, L., & Al Otaiba, S. (2007). Dyslexia and the brain: What does current research tell us? Reading Teacher, 60(6), 506-515.
http://www.jstor.org/stable/20204497
Ismaili, J., & Ibrahimi, E. H. O. (2017). Mobile learning as alternative to assistive technology devices for special needs students. Education and Information Technologies, 22(3), 883-899. https://doi.org/10.1007/s10639-015-9462-9
Ismaili, J., and Ibrahimi, E. (2017).Mobile learning as alternative to assistive technology devices for special needs students. Educ Inf Technol, 22, 883–899. https://doi.org/10.1007/s10639-015-9462-9
Jameel, Ali, S. (2022). The Effects of story mapping and hortatory exposition techniques on students’ compositions. Education Research International Volume 2022, Article ID 4300692, 11 pages https://doi.org/10.1155/2022/4300692.
Jankowska, M (2020). Digital Transformation – Se “Design for All” Approach: European Accessibility for Se Disabled. International Journal of Special Education, 35 (2), 19-28. https://doi.org/10.52291/ijse.2020.35.10
Krashen, S. (1985a). Language acquisition and language education. San Francisco, CA: Alemany Press.
Lersilp, S., Putthinoi, S., & Lersilp, T. (2018). Facilitators and barriers of assistive technology and learning environment for children with special needs. Occupational Therapy International, 2018. https://doi.org/10.1155/2018/3705946
Lin, L. C., & Nzai, V. E. (2014). Using iPad apps to enhance literacy skills of English language learners with special needs. International Journal of Languages and Literatures, 2(1), 21-29.
http://ijll-net.com/journals/ijll/Vol_2_No_1_March_2014/2.pdf
Lin, L. C., & Nzai, V. E. (2014). Using iPad apps to enhance literacy skills of English language learners with special needs. International Journal of Languages and Literatures, 2(1), 21-29.
Maor, D., Currie, J., & Drewry, R. (2011). The effectiveness of assistive technologies for children with special needs: A review of research-based studies. European Journal of Special Needs Education, 26(3), 283-298.
https://doi.org/10.1080/08856257.2011.593821
Martínez, R. S. (2011). Disability and the use of ICT in education: Do students with special needs recognise the support given by teachers when using technology. Problems of Education in the 21st Century, 35, 149.
Onivehu, A. O., Ohawuiro, O. E., & Oyeniran, B. J. (2017). Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools. Acta Didactica Napocensia, 10(4), 21-32. https://eric.ed.gov/?id=EJ1164985
Park, J., Baek, Y. E., Lim, B. L., & Ko, H. (2021). Robot-Mediated Interventions to Enhance Communication and Social Abilities of Children and Youth with Disabilities: a Review of the Literature. International Journal of Special Education (IJSE), 36(1).
Doi.10.52291/ijse.2021.36.10
Ramdania, D. R., Irfan, M., Habsah, S. N., Slamet, C., Uriawan, W., & Manaf, K. (2020). Fisher-Yates and fuzzy Sugeno in game for children with special needs. Telkomnika, 18(2), 879-889. DOI: 10.12928/TELKOMNIKA.v18i2.14906
Stankova, M., Tuparova, D., Tuparov, G., & Mihova, P. (2021). Barriers to the Use of Serious Computer Games in the Practical Work with Children with Educational Difficulties. DOI: 10.18421/TEM103-22
Zafar, A. Gull, H. Farooq, U. Rahim M. and Abid, A. (2021). "Teaching English and Science to the Deaf Students," 2021 International Conference on Innovative Computing (ICIC), pp. 1-6, doi: 10.1109/ICIC53490.2021.9692947.
Zilz, W., & Pang, Y. (2021). Application of assistive technology in inclusive classrooms. Disability and Rehabilitation: Assistive Technology, 16(7), 684-686.
Published
How to Cite
Issue
Section
Copyright (c) 2022 International journal of health sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Health Sciences (IJHS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJHS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJHS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJHS volumes 4 onwards. Please read about the copyright notices for previous volumes under Journal History.
