About this paper

Appears in:
Pages: 2902-2910
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0772

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN UPBRINGING AND EDUCATION OF STUDENTS WITH INTELLECTUAL DISABILITIES

K. Stančin, N. Hoić-Božić

University of Rijeka, Department of Informatics (CROATIA)
One of the main reasons for introducing information and communication technology (ICT) in the upbringing and education of students with disabilities is to enable them to acquire more easily functional and adaptive skills and knowledge that eases their integration into society. The paper focuses on students with intellectual disabilities which are usually insufficiently involved in society in general, and especially in the information society. Each student has the right to acquire experience in accordance with his/her developmental abilities by accessing various content in a customized way. In this context ICT can be used to assist students with intellectual disabilities in acquiring functional knowledge and fundamental skills to become more independent in everyday life.

This paper defines the term “intellectual disability” as a complex concept, discusses specifics and obstacles that may occur in the ICT supported education of students with intellectual disabilities, and lists categories of ICT for students with intellectual disabilities. According to that, ICT can be applied as assistive technology or a tool, used as a virtual tutor or for assessment and management purposes.

Besides assistive technology and intelligent tutoring systems, the focus is on digital games as well as virtual and augmented reality for educational purposes. Using games and game elements as a medium to master certain learning outcomes enables students with intellectual disabilities to explore and understand the world around them. The concepts of Digital Game-Based Learning (DGBL) and gamification motivates students to stay engaged for a longer period of time and experience everyday situations by playing roles or by performing simple practical exercises. The paper presents a work-in-progress in the research area on the use of DGBL in upbringing and education of students with intellectual disabilities. As the first step of the research, an overview of existing games and other ICT tools designed for students with intellectual disabilities as well as for educational rehabilitators who work with such students is presented.
@InProceedings{STANCIN2019USE,
author = {Stančin, K. and Hoić-Božić, N.},
title = {THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN UPBRINGING AND EDUCATION OF STUDENTS WITH INTELLECTUAL DISABILITIES},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.0772},
url = {http://dx.doi.org/10.21125/inted.2019.0772},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {2902-2910}}
TY - CONF
AU - K. Stančin AU - N. Hoić-Božić
TI - THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN UPBRINGING AND EDUCATION OF STUDENTS WITH INTELLECTUAL DISABILITIES
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.0772
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 2902
EP - 2910
ER -
K. Stančin, N. Hoić-Božić (2019) THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN UPBRINGING AND EDUCATION OF STUDENTS WITH INTELLECTUAL DISABILITIES, INTED2019 Proceedings, pp. 2902-2910.
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