Abstract:

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.

Keywords:

Students with intellectual disabilities, special education, ICT, inclusion, tutoring systems, digital game-based learning, gamification.