Features of the Information and Communication Technology Application by the Subjects of Special Education

By Arhipova, Svetlana Vladimirovna; Sergeeva, Olesya Sergeevna | International Education Studies, June 2015 | Go to article overview

Features of the Information and Communication Technology Application by the Subjects of Special Education


Arhipova, Svetlana Vladimirovna, Sergeeva, Olesya Sergeevna, International Education Studies


Abstract

The main purpose of this study is to reveal the features of information and communication technologies application by the subjects of education in the conditions of special (correctional) school type VIII, and to identify the level of computer literacy of special education. The study was conducted on the basis of the State Budgetary Special (Correctional) Educational Institution of the Republic of Mordovia (SBS(C) EI RM) for the students and pupils with disabilities in the "Saransk special (correctional) general education school Type VIII", Saransk (Russia). During the experiment, each group of respondents (teachers, students with intellectual disabilities and their parents) was offered the specially developed questionnaires. The assessment of responses was made by the following criteria: completeness of elementary computer skills the subjects possess; proficiency in computer programs and electronic products; degree of independence and the frequency of their application in practice. The results show us that the computer literacy of subjects is low. During the study we revealed that the use of modern information technologies is associated with certain difficulties, associated not only with the deficiency of computer and special software, but also with a low level of knowledge and skills of work on a personal computer among the subjects of special education.

Keywords: information and communications technologies, special education, electronic learning resources, computer literacy, subjects of special education, children with disabilities

1. Introduction

In the age of a fast changing world, constant development and complication of technology, the informatization of our education system has a fundamental importance (Xiaobin, 2013). Its intensive development based on the use of information and communication technologies (ICT) is becoming the most important national priority, including the field of Special Education within the Russian Federation (The RF Presidential Decree "On the National Strategy of Action for Children for the years 2012-2017"; Federal Target Program "The development of United Educational Information Environment" (dated August 28, 2001). The inclusion of ICT into the educational process has become a socially determined necessity that is conducive to increasing the accessibility and quality of training, and the development of personality, for those who surf freely on the information space.

The pedagogical accompaniment system of a child with limited possibilities of health (LPH) assumes the development of content, tools, and methods of the educational process, aimed at revealing and using the subjective experience of the student, disclosing his ways of thinking, forming the individual developmental trajectories through the educational program implementation in view of his personal needs (Khokhlova, 2011). The advantages of the same information technology as compared to other means include the possibility of training individualization, providing to every pupil with the LPH an appropriate pace, volume and ways of knowledge mastery and performance.

It is clear that information technology for children with LPH should take into account their special educational needs, which are determined by the specific patterns of deviant development: a slower rate of the age development, a general decline in mental activity, the inconsistency in the figurative and verbal areas of the psyche. Slow speed of receiving and processing of incoming information affects the underdevelopment of all forms of the objective activity. Disadvantages of verbal mediation and mental activity on the whole lead to deformation of the social situation of the child's development (Sergeeva & Arkhipova, 2013).

The studies of foreign scholars on the use of ICT in the educational process convincingly prove the possibility and expediency of their application in the development of speech, intelligence and personality of the student (Florian & Hegarty, 2004; Fu, 2013; Maddux & Johnson, 2009). …

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