CHAPTER I
INTRODUCTION
Background of the Study
Unlike large cities in Eastern Visayas (i.e. Borongan, Tacloban,
Ormoc, and Baybay), the accessibility of intellectual disability (ID) pupils
in the Southern Leyte school districts specially in the Pacific areas is rare
if not sometimes critical for working parents and care respondents. This
explains the reasonable number of SPED ID pupils enrolled in San Juan
SPED Center.
According to Art. 23, Paragraph 1 of the U.N. Convention on the
Rights of the Child; the Republic of the Philippines recognizes that disabled
children have the right to special care, education and training to help them
enjoy full and decent lives in dignity and achieve the greatest degree of
self-reliance and social integration possible.1 RA 11560 provides that all
schools, whether public or private nationwide are required to identify
learners with special needs and provide these learners with free basic and
quality education; mandating all cities and municipalities to have at least
one Inclusive Learning Resource Center (ILRC), a physical or virtual center
1
that provides teaching and learning support through appropriate,
accessible, and gender-sensitive materials. Section 4 Paragraph (f) and
(u) of the same law, refers ILRC with teaching and learning capacitated
instructional learning materials, tools, devices, gadgets, and equipment to
facilitate and enhance learning, and assessment tools and instruments, to
evaluate developmental domains and specific areas of concern from
medical, health, and allied professionals for care, rehabilitation, and
development of learners with disabilities.2
However, in considering designs for students with IDs to arouse
enthusiastic about adopting an innovative assistive technology design
(ATD), technology and its assistive features are considered.3 Aside so, the
veracity of lack of funding and cost of ATD instructional system, lack of
awareness about ATD and inadequate assessment is hinted.4 Other
variables such as the importance of visuals and usability, and the role
being played by emotional barriers, confidence, and social support are
also considered.5
Thus, the inherent existing SPED Center (while waiting to realize
every municipal accessibility), and the mandates for provision of assistive
devices (AT), under Section 5 and the adaption and acquisition of
2
equipment or devices, under Section 7 of paragraph (3) of RA 11650
reserve the referent power of the teaching profession for research and
instructional innovation opportunities. Thus, the assessment of family
video clips of ID learners based on the five dimensions of wellness (DW)
in San Juan SPED Center is conducted prior to the adaption of assistive
technology design (ATD).
Statement of the Problem
1. What is the profile of the intellectual disability (ID) pupils in terms
of
1.1
age,
1.2
gender,
1.3
religious affiliation, and
1.4
type of intellectual disability (ID)?
2. What descriptive dimensions of wellness are characterized by
intellectual disability (ID) pupils based from their family video clips,
are inclined towards
2.1
physical,
2.2
emotional,
3
2.3
social,
2.4
spiritual, and
2.5
intellectual dimensions?
3. Are there significant differences between age and gender in terms
of ID pupils 5 dimensions of wellness?
4. Are there significant differences between types of IDs in terms of
their 5 dimensions of wellness?
5. What assistive technology design (ATD) can be used to enhance
learning engagement based on the results of the study?
Statement of Hypotheses
H0:
There are no significant differences between age and gender in
terms of ID pupils 5 dimensions of wellness.
H0:
There are no significant differences between types of IDs in terms
of the 5 dimensions of wellness.
Theoretical Framework of the Study
Profile Variables
Age, gender, religious inclinations, and type of ID’s were looked
upon as a factor in this study. In terms of age, semantic differential
4
technique indicated statistically different perceptions in the activity factor
by age. The older the person with intellectually disability was, the more
negative the perceptions on the activity factor.6 On the other hand, a
significant effect of gender was found to affect IDs, male participants had
higher frequency of restricted behaviors and interests than females
regardless of age range.
7
The intimacy between parents of girls with
intellectual disability was also significantly impaired compared with
parents of boys with intellectual disability.
8
Religious backgrounds
affecting attitudes toward children with disabilities consist of behavior and
positive affect and cognition and negative affect.9 Attitudes differ per
handicap group but it is unknown why. Attitudes toward people with
intellectual disabilities were the least positive. Age and familiarity with a
handicapped person correlate positively with attitudes.
Lastly, in the
association of the type of IDs, mental ill-health was associated with more
life events, type of support, lower ability, more consultations,
incontinence, not having severe physical disabilities and not having
immobility; communication impairment, epilepsy, hearing impairment or
previous institutional residence.10
5
Five Dimensions of Wellness
Along with the five dimensions to consider in relating the true
circumstance in videos as part of the strategy of this study were physical,
emotional, social, spiritual, and intellectual dimensions of wellness as
much as we could integrate IDs in the regular decora of life. Physically,
most of the literatures demonstrated that (i) overweight and obesity
represent a significant secondary health problem in youths with ID; and
(ii) obesity risk significantly increases with age. Considering all of the
limitations of the reviewed studies (i.e. heterogeneity in sample size and
in overweight and obesity classification criteria; lack of comparison group;
restrictive number of risk factors examined, etc.), these findings remain
preliminary and highlight the need for future research in this area.11 The
BMI, sitting height, and stroke length levels for the group with autism
spectrum disorder were higher than the other groups, as the flexibility
levels of the group with down syndrome were higher than the other
groups. Students with intellectual disabilities were demonstrated to have
better values than other groups regarding standing long jump and
medicine ball throwing performances. Accordingly, objective information
about the physical fitness of individuals with children with different
6
neurodevelopmental disabilities was obtained. In addition, the data
obtained with these children will contribute to future plans for movement
training as well as the content and frequency of the interventions, and will
guide the development of new strategies to develop physical abilities and
physical wellness.12
The emotional well-being as part of the many psychological aspect
however, traced the longer the duration of care-giving the higher the
supporters' morale and the better the supporters' mental health. Parental
stress that would also affect the emotional well-being of the child; was
predicted by dysfunctional interaction, difficult behaviors, low emotional
wellbeing, poor family interaction, as well as kinship as parents, and the
severity of both the medical needs and intellectual disability.13
Social wellness in terms of poverty were the most prevalence of
intellectual disabilities. The available evidence suggests that this
association reflected distinct processes; (a) poverty causes intellectual
disabilities, an effect mediated through the association between poverty
and exposure to a range of environmental and psychosocial hazards; (b)
families supporting a child with intellectual disabilities and adults with
intellectual disabilities are at increased risk of experiencing poverty due to
7
the financial and social impact of caring and the exclusion of people with
intellectual disabilities from the workforce. It is likely that the association
between poverty and intellectual disabilities accounts in part for the health
and social inequalities experienced by people with intellectual disabilities
and their families. Implications for policy and practice are discussed in
relation to the funding of services for people with intellectual disabilities
and preventative approaches to addressing the health and social
inequalities experienced by people with intellectual disabilities and their
families.14
During the adjustment process, the parents’ ratings of the
helpfulness of informal sources of support (spouse, extended family,
friends, etc.) was most reliably associated with parental well-being, and
remained so after controlling for child characteristics. Parents’ access of
service and professional support was not associated with parental wellbeing, but there was some evidence that it was related to their child's
needs. This emphasized the significance of including multiple measures
of social support in research with families of children with an intellectual
disability. Furthermore, the possibility that parents, during their child's
8
adolescence, may be especially vulnerable to the disruption of their
informal support networks was an important practical consideration.15
Spiritually,
key spiritual expressions and themes reflecting the
importance of faith in ones lives related perceptions of disability in the
context of their faith, highlighting affirmation and acceptance of the
disability. Recommendations to families, faith communities, and service
systems for supporting the spiritual formation, expression, and
connections of young people with disabilities were hinted.16 In addition,
along with source of joy and happiness; increased sense of purpose and
priorities; expanded personal and social networks and community
involvement; source of family unity and closeness; increased tolerance
and understanding; personal growth and strength; positive impacts on
others/community; the increased spirituality; were seen with positive
impacts among family members and their child with IDs.17
Lastly, the intellectual well – being of children with IDs and their
families, inclined positive impact and parental well-being together with
extraneous variables including partner well-being, challenging behavior,
syndrome characteristics, coping strategies employed and individual
parent
characteristics
including
self-esteem
and
optimism
were
9
dominated.
Other intellectual perspective could also include cultural
influence and socio-economic position.18 Other cases considered hope as
a construct that merits further investigation within families research, and
is potentially a factor that could be utilized in intervention to help increase
familial well-being.
19
Well-being of parents with a child with ID was also dependent upon
the interplay of risk and protective factors and research needs to address
these variables simultaneously.
The results showed that mothers of
children with ID had lower levels of well-being than fathers and control
parents, but the presence of a child with ID did not in itself predict poorer
maternal well-being. Rather, differences in economic hardship and selfrated health were the strongest predictors for well-being.20
Advent of Video Clips Analysis and Assistive Technology Design (ATD)
Technology is best used to leverage and maintain social, physical,
emotional, intellectual, and spiritual wellbeing for children, in an
environment where children are co-engaged with an adult.21 The motive
behind the use of video clips to assess the wellness dimensions (WD) of
pupils with IDs is founded on Social Learning Theory and Social Pedagogy.
10
By examining how environmental and cognitive elements combine to
affect human learning and behavior, Albert Bandura (1971) highlights the
significance of witnessing, modeling, and mimicking the behaviors,
attitudes, and emotional reactions of others. Agreeing with classical
conditioning and operant conditioning, he emphasizes mediating
processes occur between stimuli & responses; and that behavior is learned
from the environment through the process of observational learning.22
This study continues to claim that social pedagogy is all about
children's experiential learning being with others and establishing
relationships, being present and concentrating on launching learning
processes, being honest and authentic, utilizing one's own personality,
and about being there in a supporting, powerful way. It involves
continuously establishing and presenting opportunities for learning
through interactions with kids, group activities, being in a relationship and
connection to others, and being in engagement with them. Social
pedagogy focuses on connections, empowerment, well-being and
enjoyment, and all-around learning.
The intent of deriving an assistive technology design (ATD), which
is fundamental to the study of knowledge of teaching Sped pupils with
11
IDs is anchored on Rogers's Diffusion of Innovation Theory and Davis's
Technology Acceptance Model23.
The Diffusion of Innovations model appears in Everett M. Rogers'
work, initially in 1962. Rogers conducted much of his research at Iowa
State University with local farmers serving as his subjects. Rogers (2003)
studies the rate of spread of agricultural innovations by examining Iowa
farmers who put off implementing new concepts that could have benefited
them for a number of years. According to Rogers, diffusion is "the process
by which an innovation is conveyed over time among the members of a
social system through certain channels" (p. 5).
Elements Influencing the Diffusion of Innovation
A new idea's ability to spread depends on four primary factors:
“innovation, communication channels, time, and the social system”. An
idea, behavior, or object that an individual or other unit of adoption
perceives as novel is referred to as an innovation in Rogers' definition
(2003, p. 12). Moreover, he added, "An innovation offers a person or an
organization a new alternative or alternatives, as well as new ways to
address issues." Assistive technology, in Rogers' opinion, would be an
12
innovation for a teacher since it offers a fresh approach to problemsolving.
An idea, behavior, or object that an individual or other unit of
adoption perceives as novel is referred to as an innovation in Rogers'
definition (2003, p. 12). Moreover, he added, "An innovation offers a
person or an organization a new alternative or alternatives, as well as new
ways to address issues." Assistive technology, in Rogers' opinion, would
be an innovation for a teacher since it offers a fresh approach to problemsolving.
According to Rogers, a communication channel is "the way that
messages are passed from one person to another" (p. 18). For instance,
communication may be difficult for teachers of kids with impairments in a
rural school. Rural school districts are frequently remote and may only
have one special education teacher, which prevents communication with
a special education colleague. Like everyone else, teachers want to
interact with their peers who share their values or educational
backgrounds. This is what Rogers (2003) called homophily. Professional
development is one method that teachers can learn about innovations.
The amount of professional development taking place outside of the
13
classroom has often been restricted by school districts. Due to teachers'
lack of access to information about the innovation, restricted professional
development may cause a delay between when an innovation is known
about and when it is adopted. Rogers distinguished three parts of time.
The time dimension affects diffusion in three ways: (1) the
innovation-decision process by which an individual goes from first learning
about an innovation to its adoption or rejection; (2) the innovativeness of
an individual or other unit of adoption (i.e., the relative earliest/lateness
with which an innovation is adopted); and (3) an innovation's rate of
adoption in a system, typically measured as the number of members of
the system (p. 20)
The social system, which Rogers (2003) describes as "a set of
interrelated units that are engaged in cooperative problem solving to
reach a common goal," is the fourth component of diffusion (p. 23).
Rogers emphasized the structure of the social system in this statement:
"The structure of the social system can encourage or impede the diffusion
of innovations" (p. 23). These members or units may be individuals,
informal groups, organizations, and/or subsystems (p. 25). The social
structure of a school typically follows a top-down paradigm, with
14
administrators having ultimate say on teacher-proposed improvements.
As a result, the spread of assistive technology will be slowed down if an
administrator has a different perspective on its significance to students
with disabilities. According to Rogers (2003), the primary factor used to
classify adopters is an individual's capacity for innovation, which is
influenced by the social system in which they live.
According to Rogers (2003), any or all of these four factors that
affect the spread of a new innovation may have an impact on a teacher's
decision to use assistive technology. It's possible that the teacher is
unaware of the fact that the innovation itself can benefit students with
disabilities much or that there are obstacles in the way of accessing the
innovation so that the person with disabilities can use it. Teachers have a
variety of avenues for communication at their disposal. A teacher will be
able to disseminate assistive technology more successfully if they have a
strong support network, which may include an assistive technology team
or a mentor or colleague who is knowledgeable about the subject.
Teachers who have a reliable communication channel to access
information will have an advantage in spreading the innovation. Given the
demands placed on instructors, time is a crucial component for all
15
educators but typically not one that educators can control. To stay current
on assistive technology, teachers must devote a significant amount of
their own time outside of the scheduled hours. A teacher's decision to
accept an innovation will be heavily influenced by the social structure in
their immediate environment. Teachers that work in an environment that
values innovation and creativity will try to find different sorts of assistive
technology to fulfill the needs of their students with disabilities. The social
system is said to possess innovation-related traits (Rogers, 2003).
Innovation Characteristics
The five user-perceived innovation qualities of relative advantage,
compatibility, complexity, trialability, and observability are the main
factors that determine whether innovations will ultimately be accepted by
members of the social system (Rogers, 2003). The degree to which an
innovation is seen as superior to the concept or object it replaces is known
as its relative advantage. An innovation will be adopted more quickly the
higher its perceived relative advantage. Typically, the degree of relative
advantage is stated in terms of economic profitability or social reputation
(Rogers, 2003).
16
Teachers may compare elements like low initial cost, loss of comfort,
social stigma or acceptability, and time and effort savings. The degree to
which an innovation is viewed as being compatible with the values,
experiences, and requirements of potential adopters is known as
compatibility. An innovation that is in line with the social system's values
and conventions will be embraced more quickly than one that is not.
Teachers of pupils with impairments consider each student's uniqueness.
Teachers must be able to comprehend the student's values and historical
adoption experiences, as well as those of their family. Students or families
who had a bad experience with an assistive technology product or service
won't use it again.
The degree to which an innovation is deemed difficult to understand
and use is referred to as its complexity (Rogers,2003, p.16). Therefore, a
concept will be embraced more quickly the easier it is for members of a
social system to understand it. Utilizing assistive technology might be very
straightforward or very difficult. As a result, teachers will need to
investigate the complexity of an assistive technology product or service in
relation to how a student might use it in all contexts. The equipment must
17
be portable between home and school, and if additional accessories are
required, they must be accessible in all locations.
Trialability is the "probability of limited-scale experimentation with
an innovation" (Rogers, 2003, p. 16). A new idea will be more readily
accepted if it can be implemented piecemeal rather than as a whole. In
most cases, teachers do not have high-tech assistive technology
equipment at their disposal to test out. Because they cost more, there are
fewer high-tech equipment accessible for a trial period. Without proof that
the device will fulfill the kid's needs, the IEP team will be hesitant to match
a student with an assistive technology device.
The fifth quality is observability, which is defined as "the extent to
which the results of an innovation are visible to others; the easier it is for
individuals to observe the results of an innovation, the more likely they
are to adopt" (Rogers, 2003, p. 16). When an individual with a disability
uses an assistive technology gadget, they are more likely to accept it if
they had a favorable experience with it. People need to see innovations
as
having
more
relative
advantages,
compatibility,
trialability,
observability, and less complexity in order for them to accept them rapidly.
According to Rogers13 (2003), the factors that impact potential adopters
18
the most are the innovations' relative benefit over conventional
approaches and their compliance with personal values and societal norms.
The innovation-decision process is defined by Rogers (2003) as the
progression of an individual's (or other decision-making unit's)
understanding of an innovation, attitude toward it, decision to accept or
reject it, implementation of the new concept, and confirmation of this
decision. A person or a system examines a novel idea through a series of
decisions and actions over time, and then determines whether or not to
apply the innovation to ongoing practice. This behavior consists mostly of
coping with the inherent ambiguity involved in choosing a new alternative
to an already-existing notion (p. 168).
This idea suggests that when teachers acquire assistive technology
tools or services to satisfy the requirements of their disabled pupils, they
can experience a procedure akin to this. A teacher's decision-making
process might involve considering the cost or benefit of the device for the
student, how the parent or the student's peers would react to it, how
challenging it would be to use, whether more training would be required,
and whether it would be applicable in all situations. Additionally, a teacher
needs to be aware of the device's availability for trial, where to buy it, and
19
where to watch it in action. The perception of these features of the
invention, according to Rogers (2003), will affect the rate of adoption.
Innovation Decision Process
Scholars of diffusion acknowledge that a person's decision regarding
an innovation is a process rather than an instantaneous act. According to
Rogers (2003) as quoted by Jacobsen (2012), there are five steps in the
innovation-decision process: knowledge, persuasion, decision, execution,
and confirmation. According to Rogers, the innovation-decision process is
"an information-seeking and information-processing activity in which a
person is motivated to reduce ambiguity about the benefits and drawbacks
of an innovation" (p. 172). An individual learns about innovation and tries
to grasp it at the knowledge stage. The "person wants to know what the
innovation is and how and why it works" during this phase (Rogers, 2003,
p. 21). The person is only learning about the invention and is looking for
fundamental details to start lowering their level of uncertainty regarding
the innovation's capacity to solve an issue (2003). Mass media typically
serves as the communication channel during the knowledge stage.
20
Although "the construction of a favorable or unfavorable attitude
toward an innovation does not necessarily lead directly or indirectly to an
acceptance or rejection of an innovation," the persuasion stage happens
after a person has developed a negative or positive attitude toward the
innovation (Rogers, 2003, p.176). A person wants to discover the benefits
and drawbacks of the innovation as it applies to his situation at the
persuasive stage. Because the information in the mass media is too broad,
the
communication
channel
has
changed
to
an
interpersonal
communication network. According to Rogers (2003), the knowledge
stage consisted primarily of cognitive (or knowing) mental activity,
whereas the persuasive stage included primarily of affective (or feeling)
thinking (p. 175). An individual "engages in activities that lead to a choice
to adopt or reject an invention" during the decision stage (Rogers, 2003,
p. 177). According to Rogers, "an individual needs innovation assessment
information, messages that minimize uncertainty about an innovation's
projected implications" during the persuasion and decision stages (p.
175).
During the decision-making process, people prefer to test out
innovations. At this step, the innovation's relative advantage is
21
considered. A decision is taken to embrace the innovation and move on
to the implementation stage if it demonstrates that it has at least a
minimal relative advantage (2003). The innovation is rejected when there
is no comparative advantage.
An innovation is applied during the implementation stage. At this
point, the innovation-decision process shifts from being a mental activity
of considering and choosing to becoming a behavior change of
implementing the new concept (Rogers, 2003). Regarding the anticipated
effects of the improvements, a person is still somewhat uncertain (2003).
The location of the assistive technology device, the technical requirements
for setup, and the best ways to use the equipment could all be concerns
for teachers at this stage. Even though it was decided to implement, there
will still be questions.
In the confirmation stage, a person looks for confirmation of the
innovation-decision they have already made and tries to stay out of
dissonance. Rogers (2003) defined dissonance as "an unsettling mental
condition that a person tries to lessen or eliminate" (p. 189). Dissonance
may cause the person to change their mind about an idea they have
already decided on. The five steps are regarded as recursive rather than
22
linear since people may initially reject an innovation but later decide to
adopt it. In a social system, a person periodically chooses to adopt or
reject.
This theory suggests that a teacher's decision-making process for
considering assistive technology may be an iterative process in which the
teacher advances from the learning stage of learning about an assistive
technology device to the persuasion stage, where the teacher gathers
additional information and formulates an opinion about the device. At this
point, the teacher has the option of rejecting the innovation or continuing
with the whole procedure. According to Rogers (2003), when teachers are
thinking of using assistive technology to fulfill the requirements of a
student with disabilities, they may go through this innovation-decision
process.
Adopter Categories
In order to categorize people into adopter groups, Rogers (2003)
realized that not everyone in a social system adopts an innovation at the
same time. These classifications were based on the person's first
application of each new concept. The degree to which a person (or other
23
unit of adoption) adopts new ideas significantly early than other system
members is what Rogers (2003) characterized as innovativeness (p. 267).
Innovators, early adopters, early majority, late majority, and laggards are
the five groups of adopters. Entrepreneurial to the point of obsession,
innovators take risks. When adopting an innovation, the innovator must
be prepared to "cope with a high degree of uncertainty" (Rogers, 2003,
p. 282). Significant financial resources to cover potential losses and the
"ability to understand and apply complex technical knowledge" are
additional requirements for an innovator (p. 282). The innovator
introduces the new idea into the system by importing the innovation from
outside the system's boundaries, which is an essential step in the diffusion
process.
Rogers (2003) asserts that early adopters are the respected leaders
in the social system and that they "are a more integrated component of
the local social system than inventors" (p. 283). Early adopters provide an
example and assist in "triggering the critical mass when they accept an
invention" (p. 283). "The early adopter eliminates ambiguity about a novel
idea by adopting it and then transmitting a subjective appraisal of the
24
innovation to close peers through interpersonal networks," according to
Rogers (2003). (p. 283).
The early majority group occupies a special space in the
dissemination process because of their position between the "very early
and the comparatively late to adopt" (Rogers, 2003, p. 284). Although
members of the early majority group rarely hold positions of leadership in
a system, they do frequently communicate with their peers. This group
was described as "following with conscious willingness in absorbing
advances but rarely leading" by Rogers (2003). (p. 284). A social system's
members are made up of one-third each of the late majority and the early
majority. Adoption is typically handled with skepticism and caution and
may be motivated by peer pressure or financial necessity for people in the
late majority category. The majority of the uncertainty around a new idea
must be eliminated before the late majority feels that it is safe to embrace,
according to Rogers' explanation in 2003. (p. 284).
Laggards are those that accept innovations last in a social system
(Rogers, 2003). People who fall into this category tend to be wary of
innovations or change in general and base their judgment on the past.
Because of their perilous financial situation, laggards are forced to accept
25
innovations with extreme caution, which affects their adoption rate (p.
285).
For each category of adopters throughout the innovativeness continuum,
Rogers (2003) identified a dominant trait. "Innovators are risk-takers;
early adopters earn respect; the early majority are deliberate; the later
majority are dubious; and laggards are traditional" (p. 298). Diffusion
research generally accepts these five groups of standard adopters. This
notion suggests that a teacher's attitude toward assistive technology may
be summarized by the time they first started applying a concept or
innovation. Are teachers free to be innovators or early adopters, or are
they constrained to remain in the early majority or later majority
categories owing to financial constraints or a teacher's degree of
knowledge? Rogers' theory served as a lens for this study's examination
of the procedures and resources instructors use to offer their students
with disabilities with assistive technology.
Conceptual Framework of the Study
Adoption of the Theoretical Model for the Research Endeavor
26
The Diffusion of Innovation theory by Rogers was helpful in that it
offered some issues to think about while addressing the issues related to
the diffusion of assistive technology. The four components of diffusion are
invention, communication channels, time, and the social system,
according to Rogers' 2003 definition. Are the modes of communication,
the passage of time, and the social structure factors in a teacher's decision
to use assistive technology devices and services? For instance, do teachers
have access to enough communication channels to be informed about the
assistive technology that is available? Do educators have the time to
research or keep up with the fast-evolving field of assistive technology?
Will the social system within the school system and the family be
tolerant of the assistive technology if teachers have adequate
communication channels and time to learn? The five characteristics of an
innovation's perception by members of a social system impact how quickly
that innovation is adopted (Rogers, 2003). Relative advantage,
compatibility, complexity, trialability, and observability are the five
qualities. Do teachers consider assistive technology for children with
disabilities based on their perceptions of relative advantage, compatibility,
complexity, trialability, and observability? Does complexity present a
27
problem for educators adopting and using assistive technology? Are
educators able to acquire the cutting-edge equipment needed to run a
trial?
Rogers (2003) identified the knowledge, persuasion, choice,
execution, and confirmation stages of the innovation process. Will
teachers go through the same procedure when evaluating assistive
technology? What tools are available to teachers to help them make
decisions about whether to use or not to use assistive technology? To
progress through the innovation process stage, do teachers use these
procedures or other steps?
Innovators, early adopters, early majority, late majority, and
laggards are the five groups of adopters that have been identified (Rogers,
2003). Depending on when they adopted the technology, do teachers
represent distinct groups of adopters of assistive technology? Will
professors indicate that students are falling behind because of the
unstable economy? Teachers may see themselves as innovators, but do
those in positions of power suppress this idea? The essential elements of
adopting an idea were highlighted by Rogers' Diffusion of Innovations
Theory (2003). To better fulfill the requirements of their students,
28
teachers are constantly instructed to adopt new technologies. The process
instructors go through to acquire or consider assistive technology devices
or services to address the requirements of their students with disabilities
can be examined through the lens of Rogers' model. In order to examine
the research issues for this study, Rogers' model was a helpful concept
that sparked a range of inquiries.
Significance of the Study
The significance of this study were favored within the mainstream
of literacy and numeracy.
It would be beneficial among sectors of
institutions dealing with children with disabilities.
SPED Teachers. The result of this can be a powerful way to help
children with reading issues, including kids with dyslexia. This guide is an
introduction to AT tools for reading and where to find them. Possible
inclusion of strategies that read digital text aloud or “read aloud”
technology could be part of the effect helpful for kids who struggle with
reading, but it can also help kids with writing and editing, and even
focusing.
29
Parents of Children with IDs – This audio-video clip approach paired
to adopt ATD in their doorways, would enshrine learning the basics about
numeracy and literacy at home, what the research says about how well it
supports comprehension, tips on how to get the most out of the
technology, and a short list of recommended ATD tools soon to be
adopted feasibly among parents.
Children with IDs – This research study would enhance part of their
basic academic experience with embrace on their family and home
environment (i.e., video clips, inclinations, etc.). The resulting assistive
technology designs (ATD) could help kids with different types of literary
and numeracy challenges that would enhanced their speaking, writing,
reading, and listening responses.
Administrators – The exploration of digital literacy and numeracy
practices in an inclusive classroom for special education; was much weight
to intellectually disabled 21st century literacies and numeracies
perspective supporting inclusive learning and teaching practices that
created community of learners, using technology to make the curriculum
accessible, and link academic goals with real‐ world platforms.
30
ICT Designers and Future Researchers – The responsibly
incorporating technology into special education instruction capitalized the
benefits of incorporating different types of technology in the learning
process (such as electronic books, sounding apps, music-oriented
adoptions, and intervention programs) while minimizing the potential
pitfalls.
Scope and Delimitation of the Study
The scope and delimitation of the study would primarily considered
the five (5) dimensions of wellness (i.e., physical, emotional, intellectual,
social, and spiritual) as sets of baseline environment to proceed effective
innovation for ATD. The course phases of plan resolved to implement the
tool for data gathering and its research project proposal in one trimester
period; and shall proceed to conduct the following trimester for conduct.
Definition of Terms
Age – According to the Australian Bureau of Statistics (2017), it is a notion
that describes a person's age at a specific period. It is described as
the measurement of the amount of time that has passed between
31
the date of the live birth to a particular point in time, typically the
date the data was collected.24 In this particular study, the referred
to is the computed PSA recorded age from birth until the day the
data is collected.
Assistive Technology Design (ATD) - Assistive Technology Industry
Association (ATIA) definen AT as any item, piece of equipment,
software program, or product system whether acquired
commercially, modified or customized, that is used to increase,
maintain, or improve the functional capabilities of persons with
disabilities.25 This research however focused on product system that
could improve either speaking, writing, remembering, pointing,
seeing, hearing, learning, walking, and many other things
depending on the result of this study. It referred to products,
equipment, and systems that enhance learning, working, and daily
living for persons with disabilities.
Dimensions of Wellness (DW) – referred to the personal sakes as much
as the sake of the people who care about. It demands strong selfstewardship as a professional and a personal obligation for
professionals and caring school and family alike. In this study
32
however, it is the baseline for benchmarking the intended
integration of ATD among concerned IDs pupils. It also reflected
the ethical responsibility to take care for the special children’s health
and wellbeing in order to provide high-quality patient and client
services as in schools. This include Emotional, Intellectual, Physical
Spiritual, and Social Dimensions.
Gender – According to the World Health Organizations, it referred to the
characteristics of women, men, girls and boys that are socially
constructed. This included norms, behaviors and roles associated
with being a woman, man, girl or boy, as well as relationships with
each other. In this study it embraced its gender affiliation as viewed
by parents, medical records, and teachers.
Intellectual Disability – The center for Disease Control and Prevention
referred this term when there are limits to a person’s ability to learn
at an expected level and function in daily life26. Levels of intellectual
disability vary greatly in children; though in this research pursuit,
the enrolled IDs as identified by medical practitioners, and
educational professionals.
Intellectually Disabled Learners – It is a disability characterized by
33
significant limitations in both intellectual functioning and in adaptive
behavior27, which covers many everyday social and practical skills in
the SPED Center. This embrace all incoming ID deficiencies
(sensual, physical, mental, etc.) enrolled in San Juan SPED Center.
San Juan SPED Center – This refers to the autonomous Special Education
Center under the DepEd San Juan District Management situated in
San Juan Central Elementary School, of San Juan, Southern Leyte
Video Clips – This refers to short episodes of recorded video material
exhibited by parents, guardians, or child care respondents in the
semi-annual profiling of intellectually disabled learners in San Juan
SPED center enrolled in the school year 2022 – 2023. All themes
and genres featuring the child are accepted as part of the purpose
of inclusive education strategy. Open submission also supports
unbiased control of themes and genres towards 7DW in this
particular research study.
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ENDNOTES
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RA 11650: An Act Instituting a Policy of Inclusion and Services for
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Disabilities in all School Districts, Municipalities and Cities, Providing
for Standards, Appropriating Funds Therefor, and For Other
Purposes
3
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