The Use of New Technologies to Improve Attention in Neurodevelopmental Disabilities: New Educational Scenarios for the Enhancement of Differences

The Use of New Technologies to Improve Attention in Neurodevelopmental Disabilities: New Educational Scenarios for the Enhancement of Differences

Anna Maria Murdaca (Department of Cognitive Sciences, Psychological, Educational and Cultural Studies, University of Messina, Messina, Italy), Rosa Angela Fabio (Department of Experimental and Clinical Medicine, University of Messina, University of Messina, Messina, Italy) and Tindara Caprì (Department of Experimental and Clinical Medicine, University of Messina, University of Messina, Messina, Italy)
Copyright: © 2018 |Pages: 12
DOI: 10.4018/IJDLDC.2018100104

Abstract

The aim of the work is to present the potential use of various technologies in special needs teaching, demonstrating how their use may enhance some basic learning processes in individuals with disabilities. A detailed analysis of national and international literature revealed that most studies have demonstrated that ICT use plays an important role in supporting students with intellectual disability. This article presents two studies. The main objective was to study the role of eye-gaze digital games to improve attentional and motivation abilities in two groups: girls with Rett Syndrome (RTT) and children with Attention-Deficit Hyperactivity Disorder (ADHD).
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2. Technology Development: New Trajectories Toward Children With Special Needs

The use of technology for people with special educational needs has now become essential, given the high index of usage, which today is increasingly linked to the characteristics of accessibility as defined by the Council of the European Union, 14/01/2003 (Murdaca et al., 2012). This has resulted in the breaking down of virtual barriers in order to implement technology in a rational and personalized way. When used within the school this improves and enhances learning, making the protagonist active in knowledge acquisition.

A transformation is necessary that requires the possession and use of psychic processes, such as attention, perception and executive functions. In particular this includes the perceptive categorization of concepts and thoughts, which represent the neuropsychological architecture that requires contexts of mediated and highly supportive learning in order to be expressed.

Technological interaction moves in this direction, which promotes sensory re-mapping (de Kerckhove, 1996) with its languages and relational modalities that are connected to synaptic and representational plasticity; and where experience and emotions meet with the processing of information. This process thus favors the development of all the potential that exists in every subject.

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