Speech impairment students and educational technology
The present research is aimed to review the scientific literature generated between 2010 and 2022, on the implementation of digital educative resources for students with speech disabilities or language disorders. In other words, studies related to the subject are investigated. On the other hand, to...
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| Published in | Edmetic Vol. 13; no. 2; p. 2 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Córdoba
University of Cordoba
01.01.2024
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| Subjects | |
| Online Access | Get full text |
| ISSN | 2254-0059 2254-0059 |
| DOI | 10.21071/edmetic.v13i2.16939 |
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| Abstract | The present research is aimed to review the scientific literature generated between 2010 and 2022, on the implementation of digital educative resources for students with speech disabilities or language disorders. In other words, studies related to the subject are investigated. On the other hand, to supply current information, the search was set up within a twelve-year period. To achieve this objective, a search was conducted in the databases Dialnet, DOAJ, Eric, Scielo, Scopus, Elsevier, Jstor, Oxford Research Encyclopedia and the academic source of Google Scholar, through descriptors that included the variables associated with the object of study. In the first exploration, fifty-three articles were obtained, which when filtered resulted in fifteen articles that met the pursuit criteria. The results showed two clear trends: articles referring to the use of educational technology resources, and those which do not use it. Furthermore, result confirmed the use of technology in two areas: therapeutic and academic. In addition, this research presents issues with the terminology being used for speech impairment and the scarce scientific production in this area, which are associated with the effectiveness in attention and inclusion of students with this disability |
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| AbstractList | The present research is aimed to review the scientific literature generated between 2010 and 2022, on the implementation of digital educative resources for students with speech disabilities orlanguage disorders. In other words, studies related to the subject are investigated. On the other hand, to supply current information, the search was set up within a twelve-year period. To achieve this aim, a search was conducted in the databases Dialnet, DOAJ, Eric, Scielo, Scopus, Elsevier, Jstor, Oxford Research Encyclopedia and the academic source of Google Scholar, through descriptors that included the variables associated with the object of study. In the first exploration, fifty-three articles were obtained, which when filtered resulted in fifteen articles that met the pursuit criteria. The results showed two clear trends: articles referring to the use of educational technology resources, and those which do not use it. Furthermore, result confirmed the use of technology in two areas: therapeutic and academic. In addition, this research presents issues with the terminology being used for speech impairment and the scarcescientific production in this area, which are associated with the effectiveness in attention and inclusion of students with this disability.
La présente recherche vise à passer en revue la littérature scientifique générée entre 2010 et 2022, sur la mise en œuvre de ressources éducatives numériques pour les élèves ayant des troubles de la parole ou des troubles du langage. En d’autres termes, des études liées au sujet sont étudiées. En revanche, pour fournir des informations actuelles, la recherche a été mise en place sur une période de douze ans. Pour atteindre cet objectif, une recherche a été menée dans les bases de données Dialnet, DOAJ, Eric, Scielo, Scopus, Elsevier, Jstor, Oxford Research Encyclopedia et la source académique de Google Scholar, à travers des descripteurs incluant les variables associées à l'objet d'étude. Lors de la première exploration, cinquante-trois articles ont été obtenus, qui, une fois filtrés, ont abouti à quinze articles répondant aux critères de recherche. Les résultats ont montré deux tendances claires : les articles faisant référence à l'utilisation de ressources technologiques éducatives et ceux qui ne les utilisent pas. En outre, les résultats ont confirmé l'utilisation de la technologie dans deux domaines : thérapeutique et académique. De plus, cette recherche présente des problèmes liés à la terminologie utilisée pour les troubles de la parole et à la rareté de la production scientifique dans ce domaine, qui sont associés à l'efficacité de l'attention et de l'inclusion des étudiants atteints de ce handicap.
La presente investigación tienecomo objetivo realizar una revisión de la literatura científica generada entre los años 2010 al 2022, sobre la implementación de la tecnología educativa en estudiantes con dificultaddelhabla o impedimentodel lenguaje. Para lograr dicho objetivo se realizó una búsqueda en las bases de datos Dialnet, DOAJ, Eric, Scielo, Scopus, Elsevier, Jstor, Oxford Research Encyclopedia y el motor de búsqueda Google Académico, a través de descriptores que incluían las variables asociadas al objeto de estudio. En una búsqueda inicial se obtuvieron 53 artículos, que al ser depurados según criterios derivaron en 15 artículos que cumplían con los objetivos. Los resultados mostraron dos tendencias claras en la literatura: artículos referidos al uso de recursos en tecnología educativa, y artículos que consideran recursos didácticos no digitales en la discapacidad del habla. Además, los resultados confirman el uso de la tecnología en dos áreas: terapéutico y académico. Por otra parte, se discuten las imprecisiones conceptuales relacionadas con la dificultaddelhabla, y la escasa producción científica en el área, lo cual se asocia a la efectividad en los procesos de inclusión de los estudiantes con dicha discapacidad a través de recursos educativos digitales. The present research is aimed to review the scientific literature generated between 2010 and 2022, on the implementation of digital educative resources for students with speech disabilities or language disorders. In other words, studies related to the subject are investigated. On the other hand, to supply current information, the search was set up within a twelve-year period. To achieve this objective, a search was conducted in the databases Dialnet, DOAJ, Eric, Scielo, Scopus, Elsevier, Jstor, Oxford Research Encyclopedia and the academic source of Google Scholar, through descriptors that included the variables associated with the object of study. In the first exploration, fifty-three articles were obtained, which when filtered resulted in fifteen articles that met the pursuit criteria. The results showed two clear trends: articles referring to the use of educational technology resources, and those which do not use it. Furthermore, result confirmed the use of technology in two areas: therapeutic and academic. In addition, this research presents issues with the terminology being used for speech impairment and the scarce scientific production in this area, which are associated with the effectiveness in attention and inclusion of students with this disability. The present research is aimed to review the scientific literature generated between 2010 and 2022, on the implementation of digital educative resources for students with speech disabilities or language disorders. In other words, studies related to the subject are investigated. On the other hand, to supply current information, the search was set up within a twelve-year period. To achieve this objective, a search was conducted in the databases Dialnet, DOAJ, Eric, Scielo, Scopus, Elsevier, Jstor, Oxford Research Encyclopedia and the academic source of Google Scholar, through descriptors that included the variables associated with the object of study. In the first exploration, fifty-three articles were obtained, which when filtered resulted in fifteen articles that met the pursuit criteria. The results showed two clear trends: articles referring to the use of educational technology resources, and those which do not use it. Furthermore, result confirmed the use of technology in two areas: therapeutic and academic. In addition, this research presents issues with the terminology being used for speech impairment and the scarce scientific production in this area, which are associated with the effectiveness in attention and inclusion of students with this disability |
| Author | Made, Ana |
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| SubjectTerms | educación especial Educational technology Encyclopedias impedimento del habla Language Impairments revisiónsistemática Revue systématique special education speech impairment Speech Impairments systematic review technologie educative tecnología educativa troubles de la parole éducation spéciale |
| Title | Speech impairment students and educational technology |
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