Teaching Physics to Students With Intellectual Disabilities Using Digital Learning Objects

• Published in: Journal of special education technology Vol. 37; no. 4; pp. 510 - 522
• Main Authors: Mallidis-Malessas, Panos, Iatraki, Georgia, Mikropoulos, Tassos Anastasios
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.12.2022; SAGE PUBLICATIONS, INC
• Subjects: Concept Formation; Educational Technology; Electronic Learning; Foreign Countries; High School Students; Intellectual disabilities; Intellectual Disability; Intervention; Learning; Motion; Physics; Program Effectiveness; Resource Units; Science education; Science Instruction; Scientific Concepts; Special Education; Special Schools; Student Attitudes; Students with Disabilities; Vocabulary; Greece; intellectual disabilities; digital learning objects; transverse waves; physics; simple pendulum motion
• ISSN: 0162-6434; 2381-3121
• DOI: 10.1177/01626434211054441

Digital Learning Objects (DLOs) as pedagogical complete structures of learning content contribute to science education. DLOs especially in the form of interactive simulations seem to be promising tools in physics teaching and learning for students with intellectual disabilities (ID). This study used an AB single subject design to evaluate the effects of four DLOs on students’ learning of transverse waves and simple pendulum motion in a special education high school setting. A functional relationship was found between students’ correct responses concerning both scientific terminology and physical phenomena understanding during probe sessions and the DLOs intervention. In addition, a social validity assessment that evaluated students’ attitudes on learning, quality, and engagement, showed that the DLOs helped students with ID to acquire physics content. The students also reported satisfaction from using the DLOs. Suggestions for future research include the design of DLOs especially for students with ID.