Use of information and communication technologies to promote the learning process of students with intellectual disabilities

https://doi.org/10.21744/irjmis.v10n5.2370

Authors

  • María Gema Vera-Mera Maestría en Innovación en Educación, Pontificia Universidad Católica de Ecuador, sede Manabí, Ecuador
  • Nathaly Jessenia Pinda-Román Maestría en Innovación en Educación, Pontificia Universidad Católica de Ecuador, sede Santo Domingo, Ecuador
  • Michelle Stefany Loayza-Solórzano Maestría en Innovación en Educación, Pontificia Universidad Católica de Ecuador, sede Santo Domingo, Ecuador
  • Alexandra Fernanda Ordoñez-Calva Maestría en Innovación en Educación, Pontificia Universidad Católica de Ecuador, sede Santo Domingo, Ecuador
  • Verónica Ximena Olmedo-Zambrano Maestría en Innovación en Educación, Pontificia Universidad Católica de Ecuador, sede Manabí, Ecuador

Keywords:

collaborative work, ICT'S, inclusion, special abilities, teaching process

Abstract

Students with intellectual disabilities have difficulties in advancing in the teaching-learning process, because traditional methods are used by teachers, and this causes poor performance. The objective is to introduce the use of computer and communication technologies to improve academic capabilities, the methodology used was descriptive, qualitative, and bibliographic review. The results obtained indicate that the use of new technologies enhanced the abilities of the students, confirming cognitive improvements for learning the subjects, in this way it was proven that these tools allow greater development of the academic skills of each of them.

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Published

2023-09-19

How to Cite

Vera-Mera, M. G., Pinda-Román, N. J., Loayza-Solórzano, M. S., Ordoñez-Calva, A. F., & Olmedo-Zambrano, V. X. (2023). Use of information and communication technologies to promote the learning process of students with intellectual disabilities. International Research Journal of Management, IT and Social Sciences, 10(5), 335–342. https://doi.org/10.21744/irjmis.v10n5.2370

Issue

Section

Peer Review Articles