Pedagogical-Didactic Training for an Inclusive Didactics: The Precision Teaching for Strengthening of Basic and Integrating Skills in Intellectual Disabilities

View Sample PDF

Author(s): Murdaca Anna Maria (University of Messina, Italy), Cuzzocrea Francesca (University of Messina, Italy), Oliva Patrizia (University of Messina, Italy)and Larcan Rosalba (University of Messina, Italy)
Copyright: 2014
Pages: 29
Source title: Educational Technology Use and Design for Improved Learning Opportunities
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-4666-6102-8.ch004

Keywords: Education / Educational Technologies / Information Science Reference

Purchase

View Pedagogical-Didactic Training for an Inclusive Didactics: The Precision Teaching for Strengthening of Basic and Integrating Skills in Intellectual Disabilities on the publisher's website for pricing and purchasing information.

Abstract

In recent years, focused studies have highlighted increasingly the importance of using new technologies during the planning of educational and didactic paths to develop skills and functions in disabled patients. They deal with assistive technologies that represent real opportunities of e-participation and social life. They also work as scaffolding in order to promote developing processes for an inclusive didactics. This chapter moves in such direction: about the importance of technologies in mental retardation. This importance turns around the usability of many inputs, which can offer to disabled patients the possibility to exercise their cognitive styles, their own characteristics, and their own autonomies to increase motivation and self-esteem. A didactic application of educational software, based on Precision Teaching method, is proposed in order to: a) verify the effectiveness of this didactic software on learning of integrative skills and b) verify gender differences. For this study, 40 children were selected (20 boys and 20 girls) with and without mental retardation. Results show learning improvements in each group; in spite of students' difficulties, the use of Precision Teaching seems to have reduced significantly the initial cognitive gap, which refers to the number of correct responses (accuracy) and to response time (fluency) relative to the learning of how to use money. Finally, new perspectives of its pedagogical and rehabilitative application for students with special needs are also discussed.

The IRMA Community

Research IRM

Pedagogical-Didactic Training for an Inclusive Didactics: The Precision Teaching for Strengthening of Basic and Integrating Skills in Intellectual Disabilities

Purchase

Abstract

Related Content

IRMA Sponsors