Significance of Information Communication Technology and Assistive Technology in Relation to the Mentally Retarded Children’s Education
https://doi.org/10.46610/JoDMM.2023.v08i01.005
Keywords:
Assistive technology, Cognitive performance, Intellectual disability, Psychomotor performance, Social performanceAbstract
In this paper, we offer research that focuses on the value of Assistive Technologies (ATs) and Information and Communication Technologies (ICTs) for students with intellectual disabilities. Integrating Information and Communication Technology (ICT) and Assistive Technology (AT) in education has become an emerging strategy for supporting the learning and development of students with impairments, including intellectually handicapped children, such as those with mental retardation. The adoption of these technologies in education has the potential to provide such students with personalised and engaging learning experiences by giving them access to a variety of multimedia resources, interactive activities, and educational software that can be customized according to their needs and preferences. Furthermore, these tools can help students overcome physical, cognitive, and sensory limitations that may be impeding their academic success. ICT and AT can help intellectually impaired youngsters enhance their academic achievement and social skills by promoting individualised and interactive learning. Furthermore, by allowing individuals to learn at their speed and take responsibility for their learning, utilizing ICT and AT in education may encourage their freedom and self-determination. This can help them gain confidence and a sense of independence, which can lead to high success rates in academic and social areas. Special educators teaching at institutions for children with intellectual disabilities in southern Tamil Nadu districts were considered and 100 samples have been taken for the study. Statistical analysis was performed by calculating Pearson's Product Moment Coefficient of Correlation. The research found a substantial link between learners with intellectual impairments' cognitive, psychomotor, and social abilities and ICTs and ATs.
