EVIDENCE-BASED REPORT

Title/Topic:

Facilitating learning for students with special needs: a review of technology-supported

special education studies

Introduction:

Special education is an adaptive form of education based on different needs according to

ability and is adopted for disabled students with different features of disabilities when they
cannot adjust to the regular educational system. Disabled students have educational needs
which differ from those of other students, with both physical and mental disabilities
causing difficulty in learning. In an effort to improve their learning, researchers have
adopted technology-supported tools to enhance disabled students’ adaptability to the
learning environment and their learning achievement. The application of technology-
supported special education has gradually increased in recent years. However, there is still
a lack of investigation and analysis of the application and development trends of
integrating technologies into special education. 

Research Findings:

The present study analyzed the studies on integrating computer-assisted tools into special
education published from 2008 to 2017. To further analyze the trend of technology-
supported special education, the studies are categorized into two time durations, that is,
the first 5 years (2008-2012) and the last 5 years (2013-2017). In the period of 2008 to
2012, learning activities which applied computer-assisted tools in special education did not
gain in popularity. In the period of 2013-2017, there was breakthrough growth in applying
software or applications to conduct learning activities; particularly, researcher-developed
learning platforms and open source software were extensively employed. This indicated
that not all types of software are suitable for disabled student’s learning. In light of this,
taking the specific needs of special education software for disabled students based on the
distinctiveness and different levels of their disabilities.

Conclusion:

The aim of the present study was therefore to review technology-supported special
education research articles by taking multiple dimensions into account, such as learning
devices, learning strategies, learning domains and research issues, research subjects, types
and level of disabilities, and learning environments. In addition, the application of
technology has expanded to every learning domain, but is mainly focused on elementary
school students and resource classrooms. Most importantly, the implementation of
technology-supported special education tends not to result in teaching difficulties due to
disabled students having different types and levels of disabilities. Further discussion and
suggestions based on the findings can serve as a reference for teachers and researchers in
special education.

Analysis:

This study examined the different research subjects, types of disabilities, and levels of
disabilities addressed in articles integrating computer-assisted tools in special education
from 2008 to 2017. Overall, the first three research subjects were elementary school
students, mixed, and junior high school students. As a whole, computer-assisted tools were
mainly employed in learning activities in elementary school. They could not only train
students to use computer-assisted tools, but also to improve and correct their learning
problems.

References:

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