LEVERAGING DIGITAL TECHNOLOGY TO ENHANCE COGNITIVE AND FUNCTIONAL SKILLS OF LEARNERS WITH INTELLECTUAL DISABILITY
DOI:
https://doi.org/10.20414/jtq.v23i2.14101Keywords:
Digital Technology, Cognitive and Functional Skills, Learners with Intellectual DisabilityAbstract
This research explores the application of digital technology in enhancing the cognitive and functional skills of learners with intellectual disabilities. As educational environments evolve, the integration of innovative technologies presents a unique opportunity to address the diverse needs of this population. Digital tools, such as interactive software, mobile applications, and virtual reality environments, offer tailored learning experiences that accommodate various learning styles and abilities. Using a systematic literature review study, the research highlights that these technologies can facilitate skill development in areas such as communication, problem-solving, and daily living activities. For instance, speech-generating applications can aid individuals in improving their verbal communication, while gamified learning platforms can engage learners in a dynamic and motivating manner. In addition, digital resources enable educators and caregivers to track progress and customise lesson plans, ensuring that each learner receives the support they require. Furthermore, the accessibility of technology is continually improving, making it easier for learners with intellectual disabilities to access these valuable tools.
Downloads
References
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. https://doi.org/10.14434/josotl.v16i3.19295
Alnahdi, G. H. (2020). Assistive technology in special education and the universal design for learning. Turkish Online Journal of Educational Technology (TOJET), 19(3), 104–113.
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56–79.
Alzrayer, N. M., & Banda, D. R. (2017). Implementing tablet-based devices to improve communication skills of students with autism. Intervention in School and Clinic, 53(1), 50–57. https://doi.org/10.1177/1053451217692569
Alzrayer, N., Banda, D. R., & Koul, R. K. (2014). Use of iPad/iPods with individuals with autism and other developmental disabilities: A meta-analysis of communication interventions. Review Journal of Autism and Developmental Disorders, 1, 179–191. https://doi.org/10.1007/s40489-014-0018-5
Anderson, P. J., Lee, K. J., Roberts, G., Spencer-Smith, M. M., Thompson, D. K., Seal, M. L.,... & Pascoe, L. (2018). Long-term academic functioning following cogmed working memory training for children born extremely preterm: a randomized controlled trial. The Journal of Pediatrics, 202, 92-97.
American Association on Intellectual and Developmental Disabilities. (2021). Definition of intellectual disability. https://www.aaidd.org
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147 https://doi.org/10.1080/08856250210129056
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modelling and video self-modelling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264–287. https://doi.org/10.1177/001440290707300301
Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Paul H. Brookes Publishing Co.
Bond, M., Powers, D. M., & Raghavendra, P. (2021). Teaching skills with virtual humans. Springer Singapore.
Bouck, E. C., & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education? Journal of Special Education Technology, 24(2), 17–30. https://doi.org/10.1177/016264340902400202
Bouck, E. C., & Long, H. (2020). Assistive technology for students with disabilities: An updated snapshot. Journal of Special Education Technology, 36(4), 249–257. https://doi.org/10.1177/0162643420914624
Bouck, E. C., Satsangi, R., Doughty, T. T., & Courtney, W. T. (2014). Virtual and concrete manipulatives: A comparison of approaches for solving mathematics problems for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 180–193. https://doi.org/10.1007/s10803-013-1863-2
Brown, F., McDonnell, J., & Snell, M. E. (2016). Instruction of students with severe disabilities. Pearson.
Bryant, B. R., Bryant, D. P., & Smith, D. D. (2020). Teaching students with special needs in inclusive classrooms (3rd ed.). SAGE.
Buggey, T. (2005). Video self-modelling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20(1), 52–63. https://doi.org/10.1177/10883576050200010501
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566–575.
CAST. (2018). Universal design for learning guidelines version 2.2. CAST. http://udlguidelines.cast.org
Cihak, D. F., Kessler, K., & Alberto, P. A. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities, Education and Training in Developmental Disabilities, 43, 102–110.
Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities (3rd ed.). Pearson.
Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. Journal of intellectual disability research, 56(6), 579–587. https://doi.org/10.1111/j.1365-2788.2011.01497.x
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification." Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15).
Dowrick, P. W. (2012). Self-modelling: Expanding the theories of learning. Psychology in the Schools, 49(1), 30–41 https://doi.org/10.1002/pits.20613
Edyburn, D. L. (2020). Universal usability and universal design for learning. Intervention in School and Clinic, 56(5), 310–315. https://doi.org/10.1177/1053451220963082
Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828 https://doi.org/10.1080/01411926.2010.501096
Friend, M. (2018). Special education: Contemporary perspectives for school professionals (5th ed.). Pearson.
Gargiulo, R. M., & Metcalf, D. J. (2017). Teaching in today's inclusive classrooms: A universal design for learning approach (3rd ed.). Cengage Learning.
Gray, C. (2010). The new social story book. Future Horizons.
Hagiwara, T., & Myles, B. S. (1999). A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14(2), 82–95. https://doi.org/10.1177/108835769901400203
Hallahan, D. P., Pullen, P. C., Kauffman, J. M., & Badar, J. (2020). Exceptional learners. In Oxford research encyclopedia of education. https://doi.org/10.1093/acrefore/9780190264093.013.926
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? – A literature review of empirical studies on gamification. 47th Hawaii International Conference on System Sciences (pp. 3025–3034).
Heward, W. L., Alber-Morgan, S. R., & Konrad, M. (2017). Exceptional children: An introduction to special education (11th ed.). Pearson.
Kandalaft, M. R., Didehbani, N., Krawczyk, D. C., Allen, T. T., & Chapman, S. B. (2013). Virtual reality social cognition training for young adults with high-functioning autism. Journal of Autism and Developmental Disorders, 43(1), 34–44. https://doi.org/10.1007/s10803-012-1544-6
King-Sears, M. E., & Evmenova, A. S. (2007). Premises, Principles, and Processes for Integrating TECHnology into Instruction. TEACHING Exceptional Children, 40(1), 6–14. https://doi.org/10.1177/004005990704000101
Knight, V., McKissick, B. R., & Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628–2648. https://doi.org/10.1007/s10803-013-1814-y
Knight, V.F., Wright, J., & Wilson, K. (2019). Teaching digital, block-based coding of robots to high school students with autism spectrum disorder and challenging behavior. Journal of Autism and Developmental Disorders, 49, 3113–3126. https://doi.org/10.1007/s10803-019-04033-w
Kormos, J., & Smith, A. M. (2023). Teaching languages to students with specific learning differences (Vol. 18). Channel View Publications.
Laws, G., & Bishop, D. V. (2003). A comparison of language abilities in adolescents with Down syndrome and children with specific language impairment. Journal of Speech, Language, and Hearing Research: JSLHR, 46(6), 1324–1339. https://doi.org/10.1044/1092-4388(2003/103)
Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25–43. https://doi.org/10.1177/0014402915598782
Light, J., & McNaughton, D. (2011). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research priorities. Assistive Technology: The Official Journal of RESNA, 24(1), 34–44. https://doi.org/10.1080/10400435.2011.648717
Lorah, E. R., Tincani, M., & Parnell, A. (2018). Current trends in the use of handheld technology as a speech-generating device for children with autism. Behaviour Analysis: Research and Practice, 18(3), 317–327. https://doi.org/10.1037/bar0000125
Lorah, E. R., Holyfield, C., Miller, J., Griffen, B., & Lindbloom, C. (2022). A systematic review of research comparing mobile technology speech-generating devices to other AAC modes with individuals with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 34(2), 187–210. https://doi.org/10.1007/s10882-021-09803-y
Maulik, P. K., Mascarenhas, M. N., Mathers, C. D., Dua, T., & Saxena, S. (2011). Prevalence of intellectual disability: A meta-analysis of population-based studies. Research in Developmental Disabilities, 32(2), 419–436. https://doi.org/10.1016/j.ridd.2010.12.018
Matson, J. L., & Shoemaker, M. E. (2011). Psychopathology and intellectual disability. Current Opinion in Psychiatry, 24(5), 367–371. https://doi.org/10.1097/YCO.0b013e3283422424
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270–291. https://doi.org/10.1037/a0028228
Owen, A. M., Hampshire, A., Grahn, J. A., Stenton, R., Dajani, S., Burns, A. S., Howard, R. J., & Ballard, C. G. (2010). Putting brain training to the test. Nature, 465(7299), 775–778. https://doi.org/10.1038/nature09042
Ramdoss, S., Machalicek, W., Rispoli, M., Mulloy, A., Lang, R., & O'Reilly, M. (2012). Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 15(2), 119–135. https://doi.org/10.3109/17518423.2011.651655
Regan, H., & Howe, J. (2017). Video self-modelling: an intervention for children with behavioural difficulties. Educational Psychology in Practice, 33(1), 93–102.
Ren, X., Wu, Q., Cui, N., Zhao, J., & Bi, H. Y. (2023). Effectiveness of digital game-based training in children with neurodevelopmental disorders: A meta-analysis. Research in Developmental Disabilities, 133, 104418. https://doi.org/10.1016/j.ridd.2022.104418
Reichow, B., & Volkmar, F. R. (2011). Evidence-based practices in autism: Where we started. In B. Reichow, P. Doehring, D. V. Cicchetti & F. R. Volkmar (Eds.), Evidence-based practices and treatments for children with autism (pp. 3–24). Springer Science + Business Media. https://doi.org/10.1007/978-1-4419-6975-0_1
Robertson, J., Hatton, C., Emerson, E., & Baines, S. (2014). The impact of health checks for people with intellectual disabilities: An updated systematic review of evidence. Research in developmental disabilities, 35(10), 2450–2462. https://doi.org/10.1016/j.ridd.2014.06.007
Rojas-Barahona, C. A., Gaete, J., Véliz, M., Castillo, R. D., Ramírez, S., & Araya, R. (2022). The effectiveness of a tablet-based video game that stimulates cognitive, emotional, and social skills in developing academic skills among preschoolers: Study protocol for a randomized controlled trial. Trials, 23(1), 936. https://doi.org/10.1186/s13063-022-06875-9
Roording-Ragetlie, S., Klip, H., Buitelaar, J., & Slaats-Willemse, D. (2016). Working memory training in children with neurodevelopmental disorders. Psychology, 7(3), 310–325.
Rose, D. H., & Meyer, A. (2006). A practical reader in universal design for learning. Harvard Education Press.
O’Malley, P., Lewis, M. E. B., Donehower, C., & Stone, D. (2014). Effectiveness of using iPads to increase academic task completion by students with autism. Universal Journal of Educational Research, 2, 90–97. https://doi.org/10.13189/ujer.2014.020111
Schalock, R. L. (2011). The evolving understanding of the construct of intellectual disability. Journal of Intellectual and Developmental Disability, 36(4), 227–237.
Schalock, R. L., & Luckasson, R. (2021). Intellectual disability, developmental disabilities, and the field of intellectual and developmental disabilities. In L. M. Glidden, L. Abbeduto, L. L. McIntyre, & M. J. Tassé (Eds.), APA handbook of intellectual and developmental disabilities: Foundations (pp. 31–45). American Psychological Association. https://doi.org/10.1037/0000194-002
Scior K. (2011). Public awareness, attitudes and beliefs regarding intellectual disability: a systematic review. Research in Developmental Disabilities, 32(6), 2164–2182. https://doi.org/10.1016/j.ridd.2011.07.005
Sigafoos, J., O'Reilly, M., Cannella, H., Edrisinha, C., de la Cruz, B., Upadhyaya, M., Lancioni, G. E., Hundley, A., Andrews, A., Garver, C., & Young, D. (2007). Evaluation of a video prompting and fading procedure for teaching dish washing skills to adults with developmental disabilities. Journal of Behavioural Education, 16(2), 93–109. https://doi.org/10.1007/s10864-006-9004-z
Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21. https://doi.org/10.1111/j.1471-3802.2011.01200.x
Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., Matthewman, S., Olivero, F., Taylor, A., Triggs, P., Wishart, J., & John, P. (2004). Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning 20(6), 413–425.
Swanson, H. L. (2011). Working memory, attention, and mathematical problem solving: A longitudinal study of elementary school children. Journal of Educational Psychology, 103(4), 821–837. https://doi.org/10.1037/a0025114
Torra Moreno, M., Canals Sans, J., & Colomina Fosch, M. T. (2021). Behavioural and cognitive interventions with digital devices in subjects with intellectual disability: A systematic review. Frontiers in Psychiatry, 12, 647399. https://doi.org/10.3389/fpsyt.2021.647399
Turnbull, R., Turnbull, A., Wehmeyer, M. L., & Shogren, K. A. (2015). Exceptional lives: Special education in today's schools (8th ed.). Pearson.
Turner, A. (2017). Teaching social skills to children with special needs using video modelling [Unpublished doctoral dissertation]. University of Waikato.
UNESCO. (2020). Global Education Monitoring Report: Inclusion and education – All means all. UNESCO.
Wehmeyer, M. L., & Shogren, K. A. (Eds.). (2017). Handbook of research-based practices for educating students with intellectual disability. Routledge.
Westling, D. L., & Fox, L. (2009). Teaching students with severe disabilities (4th ed.). Merrill.
World Health Organisation. (2019). International classification of diseases 11th revision (ICD-11). WHO.
Yell, M. L., Katsiyannis, A., Drasgow, E., & Herbst, M. (2003). Developing legally correct and educationally appropriate programs for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 182–191. https://doi.org/10.1177/10883576030180030601
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Udeme Samuel Jacob
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
