| 1. |
- Grunér, Sofia, et al.
(författare)
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The Compensatory Effect of Text-to-Speech Technology on Reading Comprehension and Reading Rate in Swedish Schoolchildren With Reading Disability : The Moderating Effect of Inattention and Hyperactivity Symptoms Differs by Grade Groups
- 2018
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Ingår i: Journal of Special Education Technology. - : SAGE Publications. - 0162-6434 .- 2381-3121. ; 33:2, s. 98-110
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was (i) to investigate if the compensatory effect of text-to-speech (TTS) technology on reading comprehension and reading rate in schoolchildren with reading disability is influenced by problems with inattention and hyperactivity and (ii) to examine whether a potentially moderating effect of such symptoms differ between grade groups. Participants (N = 49) were randomized into one of the two experimental conditions: Group A listened to a text with TTS, and Group B read the text themselves. The conditions were then switched. Inattention and hyperactivity symptoms were assessed with the Strengths and Difficulties Questionnaire (SDQ). Statistical analyses were performed both on the whole group and within-grade groups (Grades 3–5 and 6–9). Using TTS technology had a positive effect on reading rate for both grade groups, and this effect was not influenced by attention-deficit/hyperactivity disorder (ADHD) symptoms. As for reading comprehension, the two groups differed both with respect to the amount of improvement seen in the TTS condition and with respect to the moderating effect of ADHD symptoms. Reading with TTS improved reading comprehension significantly in the younger group, whereas no effect on reading comprehension was found in the older group. A higher score on the SDQ ADHD Scale was associated with less improvement in reading comprehension in the younger group and with greater improvement in reading comprehension in the older group. The results indicate that symptoms of inattention and hyperactivity, as well as the child’s grade level, are factors that should be taken into account when planning and introducing TTS technology.
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| 2. |
- Holmgren, Martin, 1978-
(författare)
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Enacting special education in a digitalized school : opening for new understandings of a digitalized special educational practice
- 2023
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Ingår i: Journal of Special Education Technology. - : Sage Publications. - 0162-6434 .- 2381-3121. ; 38:4, s. 488-500
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Tidskriftsartikel (refereegranskat)abstract
- As society has gotten increasingly digitalized, schools have made extensive efforts to accommodate to that development. With the digitalization of school, the special education practice and the roles of special education needs coordinators (SENCOs) and special education teachers (SETs) change. However, there is a lack of research examining this transformation, a gap which this exploratory study opens up for new understandings of. This mixed method study explores the special education practice in a municipality in Sweden, one of the most digitalized countries in the world. The findings show that SENCOs and SETs have highly positive beliefs about digital tools in special education, but at the same time their frequency of use varies greatly. Also, the study identifies special educational activities engaging with digital technology, describing a work practice with complex expectations of the special education professionals also in the area of digital teaching and learning. Furthermore, the competencies considered as necessary for handling the expectations are discussed.
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| 3. |
- Gunnars, Fabian
(författare)
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A Systematic Review of Special Educational Interventions for Student Attention : Executive Function and Digital Technology in Primary School
- 2024
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Ingår i: Journal of Special Education Technology. - : SAGE Publications. - 0162-6434. ; 39:2, s. 264-276
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Forskningsöversikt (refereegranskat)abstract
- Digital technology in primary education can both be distracting and increase attentiveness. Many students with Special Educational Needs (SEN) have difficulties with skills that address attention, and teachers are expected to provide support. Such skills are referred to as Executive Function (EF) in neuroscience, relating to self-regulation, attention shifting, and inhibition of behavior. This systematic literature review outlines research on primary education during 2000–2022 that relates students’ EF and digital technology through empirical data and suggested SEN-inclusive educational interventions. 288 full-text journal articles were assessed, and 26 were included for analysis. Findings include common game-based solutions for EF and SEN support, enabling explicit goals, short teaching activities, and recorded outcomes. Other examples include EF skills training and classroom management with digital monitoring devices. A substantially increased research interest during 2021–2022 was observed. Aspects needing further research are discussed, such as more special education views with cost-effective behavioral approaches.
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| 4. |
- Thunberg, Gunilla, 1960, et al.
(författare)
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Interaction and Use of Speech-Generating Devices in the Homes of Children with Autism Spectrum Disorders–An Analysis of Conversational Topics
- 2009
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Ingår i: Journal of Special Education Technology. - : Council for Exceptional Children. - 0162-6434. ; 24:2, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- This project investigated the communication of four children with autism spectrum disorders, who used a speech-generating device (SGD) in one or two selected activities in their home environment. The children were between five and seven years of age. The conversational topics introduced by the children and their parents were analyzed. The introduction of the SGD increased conversational interaction, as measured by topic length, for all children in five of the six activities studied. The analysis of topics showed that conversation within the “ongoing activity” increased and that the irrelevant speech used by the two more verbal children was reduced with access to the SGD.
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