Interactive Whiteboard Use for Developing Phonological Awareness in SEN Students

Ruxandra Calota; Marinela Vasile

doi:10.56663/rop.v10i1.22

Authors

Ruxandra Calota Secondary Special School ”Constantin Păunescu” Bucharest
Marinela Vasile Secondary Special School ”Constantin Păunescu” Bucharest

DOI:

https://doi.org/10.56663/rop.v10i1.22

Keywords:

phonological awareness, phonological awareness training, intellectual disability, special educational needs, technology, interactive whiteboards

Abstract

This paper considers the impact of using interactive whiteboards to promote phonological awareness among SEN students through whole-class online activities. Data collected suggests the tactile features of IWB, as well as the added game elements increase the students’ learning motivation and the task completion rate.
The results indicate this specific type of technology has the potential to facilitate a better understanding of word structure in students with developmental / intellectual disabilities and it appears to motivate and engage them in learning more than traditional literacy activities.

Author Biographies

Ruxandra Calota, Secondary Special School ”Constantin Păunescu” Bucharest

Special Education Teacher

Marinela Vasile, Secondary Special School ”Constantin Păunescu” Bucharest

Special Education Teacher

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