Assistive technology as a cognitive developmental tool for students with learning disabilities using 2D and 3D computer objects
This study presented a theory in which assistive technology and body kinesthetic helped students understand concepts taught in the regular education classroom. The study included students already identified and diagnosed with a learning disability (LD). The research is based on cognitive theories that state that cognitive development could use alternative representation to have a deeper impact in the way Students with LD process information by activating different parts of the brain that are involved in the learning process. The study included students from 9th thru 12 th grades. Students were selected from the ones receiving services from the special education department (N=69). The current students receiving special education services identified with a learning disability are Forty-three. From this group students with LD thirty-four were selected to participate in the research (n=34). They were divided into 2 groups with the same number of students. One group formed the treatment group and the second one control group. A paired t-test was use as analysis tool in order to appraised the effectiveness of the treatment which is expected to have a significance difference (p<.05) on the students that received the treatment. The students will manipulate 2D and 3D objects using their body in a dynamic way. The objects will be projected on a surface on which the student will interact with it. The scope of this work will be constrained to mathematical concepts, but it could be applied to any subject taught at schools. ^
Education, Educational Psychology|Education, Special|Education, Technology of
Guevara, Felipe D, "Assistive technology as a cognitive developmental tool for students with learning disabilities using 2D and 3D computer objects" (2009). ETD Collection for University of Texas, El Paso. AAI1465252.