학습장애 학생을 위한 멀티미디어 기반의 ICT활용 교수-학습 프로그램의 연구경향 및 특성분석

Abstract

Review of the Research Trends and Characteristics of Multimedia-based ICT Programs for Students with Learning Disabilities

Park Jin-Hyoung Advisor : Prof. Heo Yu-Sung, Ph. D Major in Special Education Graduate School of Education, Chosun University

The purpose of this study was to explore the research trends and to investigate the characteristics of multimedia-based ICT programs for students with learning disabilities(LD). An intensive search of the literature between 1994 to April 2009 yielded a total of 31 studies that met the inclusion criteria. The year 1994 was selected because students with LD were classified as special education service population from then. Specifically, 8 were studies published in academic journals and 23 were dissertations. Summarizing the results are as followings: First, studies that targeted for elementary students dominated overwhelming rate of 90.3%. However, focusing too much on elementary students with LD is not desirable although early intervention has been proven one of the critical factors that influence on students with LD's achievement. Relatively small number of studies were conducted for adolescents with LD. No study was conducted for the adults with LD. The results of this study suggested that more studies would be necessary for various ages of students with LD considering that LD is the life-long problems. Second, when securing participants with LD, studies applied various criteria. It implies that included studies were conducted for students with LD, however, the characteristics of students with LD in each study were not same population. For example, in case of IQ scores, the inclusion cut-off scores were various from 55 to more than 90. Therefore, there is need for well-defined definition and selection criteria of students with LD for future studies. Third, according to the results of analyzing interventions, 48.4% of studies was about reading, 41.9% was about writing, and 22.6% was about mathematics. Relatively small number of studies were conducted for improving learning skills of students with LD. This result indicated that although reading and writing are core subjects of learning programs for students with LD, more various subject areas including social studies, social skills, and transition need to be implemented. Fourth, according to analyzing instructional strategies embedded in multimedia ICT programs, most of studies employed only step-by-step processes based on levels of student achievements. However, most of included studies do not use instructional strategies that are well matched with ICT programs' purposes. Many previous studies argued that only using advanced ICT for students with LD without instructional strategies that are proven by scientific methods is not enough to improve students' academic and social achievements. Therefore, there are needs for more studies that investigate ICT for students with LD with well-design instructional strategies. Finally, the results of this study reported that 45.2% of included studies employed a pre-post research design. Current many special education researchers emphasize the importance of using evidence-based practices. In this perspective, pre-post research design has many critical problems such as internal and external validity issues. Therefore, there is need for more studies based on well controlled experiments such as random selection, random assignment, and comparison to control groups.