Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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Helping Children with Disabilities Learn at Home with Computers

Carmen Lucia Maciel Silva
  Maria Amelia Almeida
Universidade Federal de São Carlos
São Paulo - Brazil

Computer Applications in Special Education

The use of the computer as a resource in the process of the construction of knowledge in children with special educational had its beginning 1975, when programming language LOGO was used for the first time in Edinburgh, with Donald, a 7 year old autistic boy (Weir and Emanuel, 1976). In more than two decades since it has been possible to show that the computer is a flexible resource which can be adapted to the different necessities of each individual. It has become an electronic notebook for the physically disabled (Ferraz and   Garcia,1991), a “bridge” between the concrete and the abstract for the hearing disabled (Barrella,1991), an integrator of representations of knowledge for visually disabled (Marin, 1991), a mediator in the interation between the autistic child and the world of people (Goldenberg, 1979), and a challenging object for the intellectually disabled child (Ferraz, 1998). Finally, the computer is considered a tool with which the student solves problems, writes   and designs, etc. These activities have become important sources for diagnosing the mental capacity of each child (Valente, 1999). Computers in special education can address the individual necessities of each child.

The computer in special education can be seen as having various uses: a) it can be useful in assisting in the building of knowledge; b) it can be used as a communicator, facilitating communication for individuals with this type of difficulty, c) it can be used in the diagnostic process of the intellectual capacity of the child with special needs; and facilitate and assist in the process of the integration of these children.

Computers can be an important resource to assist in the integration of these children in the school system and society (Valente, 1997). The question of inclusion of the child with special educational needs has been the object of great concern on the part of Educators (Mantoan, 1997).   As the process of the acquisition of reading and writing can be considered the passport to any and all types of inclusion, whether educational or social, it raises the question: How can the literacy skills process of physically disabled children with special needs be met with a constructivist/interactionist approach ?

The Contribution of the Constructivist/Interactionist Approach in the Literacy Skills Process:
Some Reseach Studies

Constructivism refers fundamentally to the student, whether in the center of their own path in the direction of knowledge and cognitive and emotional development between subject and object or in their interaction with the environment and others in social interaction.   For the interactionists, the organism and the means exercise a reciprocal influence which generates conflicts that generate changes and elaborations which conduct the acquistion of new knowledge (Azenha, 1998, and Carvalho 1998). The teacher/student interaction constitutes a primordial instance of the pedagogic process.

According to Azenha (1998), from Piaget’s point of view, language and thought are different processes with different origins, meaning that language does not contribute decisively to the construction of intelligence except in the period of formal operations. The child’s intellect develops by means of their interaction with the objects and people in their environment. When language is involved, these interactions can broaden or facilitate development, but language does not itself produce cognitive growth.

                        A study developed by Shimazaki (1995), analyzed the conceptions of educators who taught in special education classes, with respect to literacy skills.   The results demonstrated that all of the educators interviewed had a specific formal education in their teaching area and understood literacy skills to be the process of acquiring reading and writing skills. They possesed notions of constructivism which they did not put into practice in special education, preferring to use the “traditonal method” which they believed to be safer and offer better results.

                        In another study,   Shimazaki and   Jesus (1995), studied the process of acquistion of reading and writing by students with mental disabilities. The researchers considered the acquisiton of the reading of the written word to depend heavily on social opportunities. The students had real contact with the writing in diverse situations, producing written texts based on socio-interactionist principals.

Azevedo and Almeida (1995), conducted a study whose principal objective was to experiment with the constructivist proposal for literacy skills with children enrolled for over two years in “academic classes” in a special school who had no success in acquiring literacy skills. These children of both sexes with ages varying from 8 to 15 years of age, presented diverse diagnoses: Borderline, Down’s Syndrome and moderate intellectual disability. The research was characterized as qualitative and analyzed various case studies. When the intervention was put into practice, the subjects were evaluated and classified according to the levels indicated by psycho-genesis of the written language. The results showed that all the students were able to achieve the alphabetic level of acquisition of reading and writing. It can be concluded that students enrolled in special programs, even those with moderate intellectual disabilities, follow the same line of evolution as children considered normal.

             In another study, conducted by Abramovicht and Almeida (1995), with the objective of verifying if a child in a special class, classified as having a mild intellectual disability, could be integrated into and keep up with regular class activities. The study was carried out in a class for the first phase of the basic elementary cycle, and the literacy skills activities were conducted within the constructivist proposal, that is, the subject was evaluated in accordance with the levels of psycho-genesis of the written language. It was concluded that the mildly intellectually disabled subject can be included in regular classes and this study also discussed the advantages of the constructivist approach in special education.

                 The study developed by Munhoz & Almeida (2001) with the objective of verifying the contributions of recreation activities in physical education classes to the process of literacy on intellectually disabled children deserves note. The study was carried out in a special school during the 2001 school year with students who presented a diagnosis of intelectual disability and whose age varied from 11 to 13 years of age and attended the academic setor of the school whose work focused on literacy skills. The academic activities carried out in the physical education classes were planned according to the program developed in the classroom by the literacy skills teacher. The results of this research study were very significant for the group studied. This study showed positive effects for the participants on reading and writing utilizing recreational activities.

Objetive

In light of the above discussion, the objective of this study was to investigate the effects of the computer in assisting in the acquisition process of reading and writing by students with special needs.

METHOD

Participants

Four students with different disabilities were selected for this study and were seen weekly. The group was formed by 2 male and 2 female children varying in age from 8 to 11 years old who all attended schools (private/public city schools) with academic programs. The criteria for the inclusion in the group was that the participants be attending a school institution whose objective was literacy skills. The information which characterized and diagnosed each participant was gathered by the researcher together with the multidisciplinary technical team which worked with each participant in this research study.

Participant 1: Female, date of birth 8/5/92, studied in a special class at a private children’s school. This participant had cerebral palsy and a great deal of difficulty with global and fine motor skills. She could not manage to use paper and pencil.   She began computer classes in March, 2000.

Participant 2: Female, date of birth 10/15/92, studied 1st grade at a regular a municipal school and did not have a teacher’s aide. Her diagnosis was mild intellectual   disability which affected speech comprehension. She presented difficulties with motor coordination. At the beginning of the study, she was unable to grasp pencil and paper. She began computer classes in April, 1999.

Participant 3: Male, date of birth 11/20/93, studied in a private children’s school in a regular classroom with a teacher’s aide. According to his diagnosis, he presented an emotional disturbance with autistic behavior.   He did not communicate verbally. He began computer classes in May, 2000.

Participant 4: Male , date of birth 10/7/92, studied in a private children’s school in a regular class with the assistance of a teacher’s aide. His diagnosis was Encephaletic Cranial Traumatism (ECT) with cardiac-respiratory problems and presented the associated physical disabilities. He was able to walk supporting himself on furniture and against walls.   He had fine motor coordination difficulties and was unable to use paper and pencil at the beginning of the study. He spoke with difficulty, but was understandable. He began computer classes in February, 2001.

Location

The study was carried out individually, in the home of each participant in a closed environment with a computer and two chairs.

Material

The materials utilized in this study were a computer and educational software.   In accordance with the development of each child, rubber furniture, numbers, and letters of the alphabet were used for concrete activities due to the motor coordination difficulties of the participants. The educational softwares used with the participants were: Mestre (Mastery)/software; A casa da familia urso (The House of the Bear Family)/ expoente; Coleção coelho sabido (Wise Bunny Collection) / expoente (Toddler Phase; Kindergarten Phase; Pre-School phase; 1st series phase); Betsy in Pre-School / expoente.

 Data Collection Procedures

 1.Aquisition of Written Language  

Initially an individual evaluation was done with the 4 participants, utilizing the “Test of 4 words and a Phrase” from Project Geempa,(1985) to verify the level of each participant in the process of reading and writing acquisition. Two more evaluations were made during the intervention. The evaluations were carried out in varied forms for the written part of the test, due to the motor coordination skills of the participants. For this reason, pedagogic materials such as alphabet letters and movable numbers were substituted for the use of pencil and paper. The data collection for the intervention sessions were collected individually at the home of each participant.

 2. Use of the Computer

             To verify the performance of each participant on use of the computer, a monthly performance chart on manual use of the computer in the form of task analysis was elaborated with the following steps:

1. Sit in front of the computer; 2. Turn on the computer   3. Move the mouse 4. Click on the icon to indicate the game; 5. Choose the software; 6. Click on the icon that indicates the start of game; 7. Start the game.

            At the top of the register sheet the month pertaining to the data collection was noted and in each task step cell, points for level of assistance needed were noted. When the participant did the task independently, 4 points were awarded; when verbal assistance was needed, 3 points were awarded; when a demonstration was necessary before the participant could do the task, 2 points were awarded.   If physical assistance was necessary, 1 point was awarded. When the participant did not do the task, 0 points were awarded. The data collection was done once a month.

Intervention Procedures

The intervention period consisted of 30 to 60 minutes depending on the participation of each participant. The computer classes were held twice a week. Educational softwares with diverse approaches to the acquistion of reading and writing were used with the participants in exploring concepts of vowels, consonants, syllables, and numbers in relation to numerals and quantities. The researcher began the section by asking the participant to begin the first step of the task by analyzing the task. If the participant, for example, managed to turn on the computer independently, 4 points were awarded. If the student was unable to turn on the computer, the researcher gave verbal assistance by saying “ Let’s turn on the computer.” If the participant was then able to turn on the computer, 3 points were awarded. If the participant was not able to do so, the researcher demonstrated turning on the computer and said “ Now, You turn it on.”. If the participant was able to turn on the computer after the demonstration, 2 points were awarded. If the participant was not able to turn on the computer, the researcher gave physical assistance by holding their hand and helping to do the task. If the participant was able to do the task, 1 point was awarded. When the participant was unable to perform the task, 0 points were awarded.

Data Analysis Procedure
  
The data were analyzed quantitatively and qualitatively. First the data was analyzed quantatively, considering the data collected in the monthly charts of the tasks executed and analyzed by computer.   The objective of this chart was to verify, by tasks performed, the levels of assistance utilized by the participants in use of the computer. After each intervention session, the responses by the participants were given points and then calculated monthly for the chart. After these calculations, percentages were transfered to an evolutive graph showing the points obtained for the independence of the participant in the tasks analyzed for use of the computer, viewed as an auxilary in the process of literacy for the participants.

The qualitative analysis was done by observing the criteria for the application of the evaluation of the participants in the “ Test of 4 words and a Phrase” by Project Geempa (1985).

After the evaluation, the subjects were classified by levels(pre-syllabic, syllabic, syllabic alphabetic and alphabetic) in accordance with the proposal of Geempa (1985).   Observations of the speech of the participants, informal conversations and play and pedagogic games   wwere also utilized in the qualitative analysis..

RESULTS

Participant 1

1. Performance on the Computer

The maximum number of points for the use of the computer by Participant 1 was 24 points due to her physical disability which did not allow her to move without assistance and consequently was unable to independently sit herself in front of the computer. Her performance improved gradually over 4 months of intervention and her point total rose to 18 points for a period of 3 months. Returning in 2001, her performance had rose to 22 points. At the beginning of the school year her point total dropped to 21 points for a period of two months. This drop can be attributed to the change from using an adapted mouse to using a normal mouse which was introduced at the beginning of the school year. From June through August, Participant 1 reached her maximum of 24 points.

In relation to the task “ Turn on the computer”, the participant initially needed demonstration, then verbal assistance for a period of 3 months before arriving at turning on the computer independently two months later.   In relation to the task, “Move the mouse” Participant 1 needed physical assistance for the first 3 months of the intervention, and demonstration for how to take it, followed by verbal assistance in the last 4 months. Independence occurred 3 months after. In relation to the task, “Click on the icon to indicate the game”, she began by receiving physical assistance in the first 3 months of the school year. Four months later, the participant needed only verbal assistance to execute the task. And shortly after, she acquired independence.

In relation to the task “Choose the software”, she needed physical assistance in the first two months of the intervention, and in the following three months need demonstration, then verbal assistance acquiring her independence 8 months later.

For the task “Click on the icon that indicates the start of game”, the participant needed demonstration for a period of three months. In the following 10 months, she needed verbal assistance to execute the task, obtaining independence one month later.In relation to the last task, “Start the game”, she needed demonstration for a period of three months. She needed verbal assistance for 8 months until she acquired independence two months later.

2. Reading and Writing

According to the data obtained in the 1 st evaluation, Participant 1, was found to be at the pre-syllabic level. This evaluation was with the intervention procedures and was characterized as primitive letter forms graphemes and using only one form of the letter without control of quantity. The evaluation was done in various ways due to the participant being unable to use a pencil at the beginning of the study. For example, the participant picked up rubber letters and numbers without differentiation and said she had written “cat”. By the 2 nd evaluation the participant continued at the pre-syllabic level with representations of the written word , using the concrete rubber alphabet letters with a predominance of conventional graphemes, that is, using the same series of letters in the same order. For example: In trying to write “cachorro”, she wrote “A H O”.   In the 3 rd  evaluation of the participant, she had advanced within the same level. At the level with graphemes differentiated by beginning sound. This catergory is characterized by the prescence of letters, almost always one of each word associated with the sound of the word.   The participant was asked to write “gato”and she assembled the word as “G B N O”.

Participant 2

1. Performance on the Computer

Shortly after the beginning of the intervention, Participant 2 achieved 12 of the 28 points total.   The particpant’s performance improved gradually in the tasks executed over the months of the intervention.   With Participant 2, the study was begun in the month of April and the 12 point total continued the same until May and in June the participant obtained 13 points. In the month of July the points rose to a total of 18. In August, the participant obtained 19 points. In the month of September the total rose to 21 points and then advanced to 22 points. In the final months of the year, November and December, the participant obtained 24 points. At the beginning of the return to the intervention in March of the following year, the participant’s performance had risen to 25 points. In April, it rose to 26 points. In the month of May, the participant obtained 28 points, the maximum number of points. In terms of assistance, the data show that Participant 2 needed, initially, verbal assistane to sit down at the computer.   The participant gradually became more independent at sitting at the computer and was able to do so independently 6 months after the beginning of the intervention, in the month of October.

In relation to the task “Turn on the computer”, the participant initially needed a demonstration, then verbal assistance for a period of 3 months during September through October and became independent in November. In relation to the task “Move the mouse”, Participant 2 needed physical assistance for the first 3 months of the school year, April to June .In the months of July and August, a demonstration of moving the mouse was needed, followed by verbal assistance in the last 4 months, September to December. Independence was achieved in March of the following year.

In relation to “Click on the icon that indicates the start of game”, the participant received physical assistance for the first three months (April to June). The participant received verbal assistance to execute the task until October. In November the participant acquired independence.   In relation to the last task, “Start the game”, the participant needed a demonstration from March to May of the following year. From June to December only verbal assistance was needed and the participant acquired independence in February of the following year.

2. Reading and Writing

According to the data obtained in the1 st evaluation, Participant 2 was found to be at the syllabic level, with written words without a predominance of conventional sound values. This level at which the first efforts to write occur, as in “boi” written as “ B U”.   The first evaluation was before without the intervention procedure. In the 2 nd evaluation, Participant 2 continued at the same level, but writing syllables with a sharply required minimum of letters with a predominance of conventional sound values. Ex.: cachorro ( C H O ).

In the 3 rd evaluation, the participant advanced to the syllabic-alphabetic level, with a predominance of conventional sound values. For example, the particpant was asked to assemble the word “cavalo”and he assembled “C V L O”.

Participant 3

1. Performance on the Computer

The intervention with Participant 3 was different than with the other participants, because he did not communicate verbally and alternative communication was used to assist the learning of literacy skills.

At the beginning of the intervention Participant 3 managed to achieve 13 points of the total 28 points. His performance improved gradually in the tasks executed over the months of the intervention.   The study was initiated in March with Particpant 3, and by June he advanced 1 point. In July, he continued to advance, reaching 18 points. In August he obtained 20 points and in the following month of September he rose 1 point. However in October he dropped 1 point, remaining at 20 points due to the changeover from an adapted mouse to a normal mouse. In November, his point total rose to 21 points. In the months of February and March of the following year, he obtained 23 points. In Abril, he advanced to 25 points. In May he obtained 27 points and managed to reach the maximun of 28 points in June.

In term of assistance, the data show that Particpant 3 initially needed demonstration to sit at the computer. In the months of June to October, he needed verbal assistance. He achieved independence in February of the following year.   In relation to the task “Turn on the computer.” He needed demonstration and verbal assistance from August on, acquiring independence in February of the following year.   In relation to the task, “Move the mouse”, demonstration with the adapeted mouse was necessary for the first two months of the intervention. From July to September, he needed only verbal assistance. In October a normal mouse was substituted for the adapted mouse and demonstration was again necessary until November.   In the months of February and March of the following year, he needed verbal assistance and managed to achieve independence in April.   In relation to the task “Click on the icon to indicate the game” he began doing the task after demonstration in May through June.   By March of the following year he was recieving verbal assistance and obtained independence in April. In relation to the task “Choose the software” the participant needed demonstration until July and verbal assistance from August to May, achieving independence for this task in June.” For the task, “Click on the icon that indicates the start of gam e ”, physical assistance was necessary from May to June, and advanced to demonstration in July and August.   From September to April of the following year, he needed verbal assistance, and obtained independence in May.   In relation to the final task, “Start the game”, he needed demonstration in May and June and verbal assistance until April of the following year, acquiring independence in May.

2. Reading and Writing

According to the data obtained in the 1 st evaluation, Participant 3 was found to be at the pre- syllabic level without seeking a correspondance between graphemes and pre-syllabic level sounds. The 1 st intervention was done without the intervention procedures and the particpant was not capable of differentiating numbers from letters. In the 2 nd . evaluation he continued within the same level but with a fixed sequence of graphemes with a variable quantity , that is the letters used were always in the same order but in different quantities, showing that the participant was capable of representing written words using the concrete rubber letters. For example, “Gato” was assembled as “B A E T O”.   In the 3 rd evaluation, the participant advanced within the same level, with a variable quantity and partially fixed repetoire, that is , he was able to represent the grapheme. For example, “Boi” was assembled as “O B I” and “Cow”as “A B I”.

Participant 4

1. Performance on the Computer

As soon as the intervention began, Participant 4 reached 11 points of the total of 24. The maximum number of points was 24 for this participant because due to his physical disability, he was unable to sit down at the computer independently and had great difficulty in moving around by himself.   This task was ignored and the total score decreased from 28 to 24 points.   His performance improved gradually in the tasks to be executed over the months of the intervention. . The study was initiated with Participant 4 achieving 11 points in February, advancing to 16 points in March and 22 points in April. He achieved his goal of 24 points in June. In terms of assistance, the data show that in relation to the task “Turn on the computer.”, Participant 4 needed demonstration in February and verbal assistance in March and April and obtained independence in May.

In relation to the task “Move the mouse.”, Participant 4 needed demonstration in February and verbal assistance in March, reaching independence for this task in April. In relation to the task “Click on the icon to indicate the game”, he received demonstrations in the first two months, February and March, verbal assistance in May and achieved independence for this skill in June.   In relation to the task “Choose the software”, he needed verbal assistance only in February of the following year, achieving independence for this task in March.   In relation to the task “Click on the icon that indicates the start of game” he needed physical assistance in February, demonstration in March and reached independence in April for the executing this task. With relation to the final task, “Start the game.”, he needed physical assistance in February, demonstration in March and achieved independence in April.

2. Reading and Writing

In relation to the 1 st evaluation, Participant 4 was found to be at the syllabic without a premomance of conventional sound values. This refers to the first efforts at writing, giving each letter a syllable value, that is, the child is capable of representing the word “cobra” in the concret rubber letters, which were used instead of pencil, due to motor skill difficulties in writing. Participant 4 advanced within the same level in the 2 nd evaluation, in that this level grouped constructed writing based on sllabic analysis of the word without a predominance of conventional sound values. That is, the Participant was capable of representing the written word “gato” as “R C L M” and “cão” as “M C B”.   In the 3 rd aevaluation the Participante 4 made a leap to the alphabetic level.   This level is based on the correspondence between phonemes and graphemes, in a specific language. In alphabetic writing, he had made some errors in the utilization of the conventional sound values and was able to represent the written word “gato” as “GATO”, “cão”as “CAU” and. “O cão é bravo” as “O CAU E BAVO”.

DISCUSSION

After the analysis of the data, it is possible to state that the utilization of the computer had influenced the acquisitions of reading and writing in these children with different disabilities, in the same way that Munhoz & Almeida (2001), in including recreational activities also influenced the process of acquiring reading and writing skills by mentally disabled children. By the end of the present study all the participants had evolved in some manner, in the process of the acquisiton of reading and writing, while their own rhythm and learning capacity had been respected and considering that at the beginning of the study, the participants did not use a pencil to write. At the end of the study, Participants 2 and 4 already possessed a minmum contact with writing. Participant 1, was able to hold a pencil, but was not yet able to write letters with it..   Participant 3 utilized alternative communication for academic learning. It was clearly notable that the participants, even though they did not have the motor skills for conventional writing, were able to initiate the writing process with the use of the computer, demonstrating that the computer can be used to assist the process and contributed a great deal to the participants’ learning. As such, one can conclude that the computer is an enriching and adaptive instrument for disabled children with special education needs.

Valente (1999), states that the use of the computer as an educational tool, principally with individuals who require some form of special attention, is becoming a reality. However, it must be understood that the computer should not be seen as a panacea which can solve all special education problems.   Each case must still be treated individually.

On the other hand, the literature, (Valente, 1999) has registered diverse examples of children who, through the intermediation of the computer age, have managed to adapt and transform the period of learning literacy into a more pleasurable period through the varied types of learning made possible by educational computer software.

FINAL CONSIDERATIONS

When we speak of the literacy learning by children with special education needs, directly or indirectly, difficulty, failure, struggle and persistence come to mind.   The difficulties are traced to the individuality and possibility of each individual. The interest in researching this subject “Computer Applications in Special Education”, arises when one begins work in this specific area, teaching literacy skills to children with special needs and one questions the teaching methodologies used.   However, this study sought to be an innovative and diversified work in the area of computer application in special education, viewing this technology as one which has been inserted into our daily life. Thus, the interest in researching a real contribution of the computer in the process of teaching literacy skills to children with special needs arose from this viewpoint.

From the data collected, it can be stated that the use of the computer as an auxilary in the process of reading and writing has richly benefited the disabled in the process of learning to read and write, notably in the significant improvement after the beginning of the intervention program.

The use of the computer as an auxilary instrument in the process of learning literacy skills became part of the daily life of these participants.   However, many times the participants did not percieve the true contribution of the use of educational software in the process of learning literacy skills. In this single situation, they both played and learned at the same time in their day to day life.

This research demonstrated that the use of the computer within the educational area is more than a “pastime”. Within the education perspective, the use of the computer was confirmed as a contributing to a more pleasurable and relaxed way of learning literacy skills for the participants.   In conclusion, this research study proved and confirmed the words of   Valente(1999), when he states that the use of the computer as a resource in the process of constructing knowledge in children with special educational needs, assists the process of learning in the construction of reading and writing skills.

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