Mosito Cina P, Warnick Albert M, Esambe Emmanuel E
Faculty of Education, Cape Peninsula University of Technology, South Africa.
Molenbeek School for LSEN, Maitland, South Africa.
Afr J Disabil. 2017 Jul 24;6:206. doi: 10.4102/ajod.v6i0.206. eCollection 2017.
Developments in the teaching of children with disabilities support pedagogy that emphasises learners' strengths as opposed to their assumed deficiencies. Educators and mediators who advocate this view continually strive for tools and methodologies that enhance learner participation in academic environments. Computer technology is one of the tools recognised for its potential to enrich learning experiences of learners with an intellectual impairment.
We sought to assess the influence of text-to-speech stories on the reading ability of intellectually challenged learners.
A qualitative action research study that involves learners at a special school in Cape Town, South Africa. Pre- and post-test data of the reading performance of learners are analysed with a focus on how they demonstrate change.
Although no claims can be made about the explicit influence on reading performance, computer-assisted learning has the potential in isolating reading processes that classroom-based interventions can address. In addition, computers enhance motivation and enthusiasm to learn.
A need for education based on inclusion and positive differentiation remains the key driver in any educational interventions.
残疾儿童教育的发展支持一种教学法，该教学法强调学习者的优势而非他们被认为的不足。倡导这种观点的教育工作者和调解人不断寻求能够增强学习者在学术环境中参与度的工具和方法。计算机技术是被认可的具有丰富智力障碍学习者学习体验潜力的工具之一。
我们试图评估文本转语音故事对智力有挑战的学习者阅读能力的影响。
一项定性行动研究，涉及南非开普敦一所特殊学校的学习者。分析学习者阅读表现的测试前和测试后数据，重点关注他们如何展现变化。
尽管不能断言对阅读表现有明确影响，但计算机辅助学习有潜力分离出基于课堂的干预措施可以解决的阅读过程。此外，计算机能增强学习的动力和热情。
基于融合和积极差异化的教育需求仍然是任何教育干预的关键驱动力。
