Evaluating Mobile Application as Assistive Technology to Improve Students with Learning Disabilities for Communication, Personal Care and Physical Function

Authors

  • Rozniza Zaharudin
  • Nurul Ashikin Izhar
  • Deekha Lai Hwa

Keywords:

learning disabilities; activities daily living; assistive technology; mobile application

Abstract

This study addresses the challenges faced by Malaysian students with learning disabilities, emphasizing the critical role of assistive technology (AT), particularly Augmentative and Alternative Communication (AAC) within mobile applications. Focusing on the Smart-App, the research explores its efficacy in supporting students in learning and establishing routines for activities of daily living (ADLs). Four preschool students aged five to six attending a specialized institution, with the use of direct observation and an adapted checklist methodology to assess their personal care, physical function, and communication aspects. Smart-App's shows significant impact on communication, enhancing two-way communication through visual schedules and AAC features. In personal care, the app facilitated ADLs, such as handwashing and tooth brushing, emphasizing a sequential click-through approach. Additionally, the oral hygiene module served as an effective pedagogical tool. In terms of physical function, Smart-App contributed to toilet training and identified challenges in specific physical activities. The study contributes substantively to the discourse on AT in education, underscoring the potential of Smart-App as a valuable tool for enhancing ADLs and fostering independence among students with learning disabilities.

https://doi.org/10.26803/ijlter.23.8.2

References

Albert, M. C., Polgar, J.M., & Encarnação, P. (2016). The Human Activity Assistive Technology (HAAT) model. In Assistive technologies: Principles and practice (5th ed., pp. 7–25).

Anderson, S. E., & Putman, R. S. (2020). Special Education Teachers’ Experience, Confidence, Beliefs, and Knowledge About Integrating Technology. Journal of Special Education Technology, 35(1), 37–50. https://doi.org/10.1177/0162643419836409

Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2020). Teachers of Students with Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers. Journal of Special Education Technology, 35(4), 236–248. https://doi.org/10.1177/0162643419864858

Bouck, E. C., & Long, H. (2021). Assistive Technology for Students with Disabilities: An Updated Snapshot. Journal of Special Education Technology, 36(4), 249–257. https://doi.org/10.1177/0162643420914624

Burgess, A., Boyd, R. N., Chatfield, M. D., Ziviani, J., & Sakzewski, L. (2020). Self-care performance in children with cerebral palsy: a longitudinal study. Developmental Medicine and Child Neurology, 62(9), 1061–1067. https://doi.org/10.1111/dmcn.14561

Chelkowski, L., Yan, Z., & Asaro-Saddler, K. (2019). The use of mobile devices with students with disabilities: a literature review. Preventing School Failure, 63(3), 277–295. https://doi.org/10.1080/1045988X.2019.1591336

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.).

Davis, M. T., & Garfield, T. A. (2021). Transition to Adulthood: Preparing Students with Specific Learning Disabilities. Kappa Delta Pi Record, 57(2), 64–69. https://doi.org/10.1080/00228958.2021.1890440

Edemekong, F. P., Deb, D. L. B., Sukesh, S., & Caroline, S. (2022, November 19). Activities of Daily Living. Statpearls Publishing.

Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: a systematic review. Educational Technology Research and Development, 70(5), 1911–1930. https://doi.org/10.1007/s11423-022-10127-7

Kaimara, P., Oikonomou, A. C., Deliyannis, I., Papadopoulou, A., Miliotis, G., Fokides, E., & Floros, A. (2021). Waking up in the morning (WUIM): A transmedia project for daily living skills training. Technology and Disability, 33(2), 137–161. https://doi.org/10.3233/TAD-200326

Ke, F., Moon, J., & Sokolikj, Z. (2022). Virtual Reality–Based Social Skills Training for Children with Autism Spectrum Disorder. Journal of Special Education Technology, 37(1), 49–62. https://doi.org/10.1177/0162643420945603

Lui, M., Maharaj, A., Shimaly, R., Atcha, A., Ali, H., Carroll, S., & McEwen, R. (2022). User Experiences of Eye Gaze Classroom Technology for Children with Complex Communication Needs. Journal of Special Education Technology, 37(3), 426–436. https://doi.org/10.1177/01626434211019399

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.

Ministry of Education. (2023). Special Education Data Book 2022 [Buku Data Pendidikan Khas 2022]. https://www.moe.gov.my/en/muat-turun/pendidikankhas/buku-data-pendidikan-khas/5570-buku-data-pendidikan-khas-tahun-2022/file

Nordin, N. S., & Rabi, N. M. (2020). Identifying the Social Communication Deficits among Students with Learning Disabilities in Primary School. International Journal of Academic Research in Business and Social Sciences, 10(3). https://doi.org/10.6007/ijarbss/v10-i3/7073

Nur Anis Suhaila, & Nordin, N. M. (2022). Assistive Technology for Autism Spectrum Disorder: Systematic Literature Review. International Journal of Advanced Research in Education and Society. https://doi.org/10.55057/ijares.2022.4.2.4

Ok, M. W., & Rao, K. (2019). Digital Tools for the Inclusive Classroom: Google Chrome as Assistive and Instructional Technology. Journal of Special Education Technology, 34(3), 204–211. https://doi.org/10.1177/0162643419841546

O’Neill, S. J., Smyth, S., Smeaton, A., & O’Connor, N. E. (2020). Assistive technology: Understanding the needs and experiences of individuals with autism spectrum disorder and/or intellectual disability in Ireland and the UK. Assistive Technology, 32(5), 251–259. https://doi.org/10.1080/10400435.2018.1535526

Pesau, H. G., Widyorini, E., & Sumijati, S. (2020). Self-Care Skills of Children with Moderate Intellectual Disability. Journal of Health Promotion and Behavior, 5(1), 43–49. https://doi.org/10.26911/thejhpb.2020.05.01.06

Rocío Blanco, Melody García-Moya, & Daniel Gómez-Atienza. (2024). Design of a mathematical problem-solving application for students with autism spectrum disorder. Educational Technology & Society, 27(2), 220–242. https://doi.org/https://10.30191/ETS.202404_27(2).RP09

Rogers, E. M. (1983). Diffusion of innovations. Free Press.

Shepley, S. B., Spriggs, A. D., Samudre, M., & Elliot, M. (2018). Increasing Daily Living Independence Using Video Activity Schedules in Middle School Students with Intellectual Disability. Journal of Special Education Technology, 33(2), 71–82. https://doi.org/10.1177/0162643417732294

Starks, A. C., & Reich, S. M. (2023). “What about special ed?“: Barriers and enablers for teaching with technology in special education. Computers and Education, 193. https://doi.org/10.1016/j.compedu.2022.104665

Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., Almgren/Bäck, G., & Nilsson, S. (2021). Effects of assistive technology for students with reading and writing disabilities. Disability and Rehabilitation: Assistive Technology, 16(2), 196–208. https://doi.org/10.1080/17483107.2019.1646821

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4

Vuohijoki, T., Ihalainen, T., & Virkki, J. (2023). Smart clothing and furniture for supporting participation-co-creation concepts for daily living. SN Applied Sciences, 5(4). https://doi.org/10.1007/s42452-023-05315-w

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Wallace, C. J., Liberman, R. P., Tauber, R., & Wallace, J. (2000). The Independent Living Skills Survey: A comprehensive measure of the community functioning of severely and persistently mentally ill individuals. Schizophrenia Bulletin, 26(3), 631–658. https://doi.org/10.1093/oxfordjournals.schbul.a033483

Zaharudin, R., Ashikin Izhar, N., & Lai Hwa, D. (2023). Exploring the Augmented and Alternative Communication (AAC) for Promoting Independence in Daily Skills of Students with Learning Disabilities. International Journal of Learning, Teaching and Educational Research, 22(11), 116–129. https://doi.org/10.26803/ijlter.22.11.7

Zilz, W., & Pang, Y. (2021). Application of assistive technology in inclusive classrooms. Disability and Rehabilitation: Assistive Technology (Vol. 16, Issue 7, pp. 684–686). Taylor and Francis Ltd. https://doi.org/10.1080/17483107.2019.1695963

Downloads

Published

2024-08-30