Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/50466
Full metadata record
DC FieldValueLanguage
dc.date.accessioned2020-01-14T15:04:59Z-
dc.date.available2020-01-14T15:04:59Z-
dc.date.issued2018-
dc.identifier.citationCamilleri, D. (2018). The role of technology for children with learning difficulties: a study (Bachelor's dissertation).en_GB
dc.identifier.urihttps://www.um.edu.mt/library/oar/handle/123456789/50466-
dc.descriptionB.SC.BUS.&I.T.en_GB
dc.description.abstractOver the past few years, technology has brought profound changes in today’s educational system. Technology has revolutionized how students engage in various school activities and have enhanced participation amongst all students, irrespective of their learning abilities. For some time, students with learning difficulties have been subject to unequal opportunities in education, however, the accelerated increase in technology has brought new opportunities for them to become successful learners, more independent as well as achieving a better quality life. Such technology is known as Assistive Technology (AT), and unlike other settings in the US and other countries, little research exists regarding the effectiveness of AT in the Maltese school setting. The aim of this research study is to discover the roles of AT for students with learning difficulties and to obtain better insights into the situation in Malta on how AT is being used and its effects on students with an age range from three to sixteen years old,. A qualitative approach was taken to gather data and conduct the study. A total of sixteen Learning Support Assistants (LSAs), coming from two different schools, were interviewed to gather insights in greater depth about their knowledge on AT, whether they use AT with their students and the limitations that may hinder them from using such a technology. The research conducted in primary and secondary schools showed that the use of assistive technology is minimal due to lack of training received on the subject. The research has shown that training courses received by LSAs lacked hands-on training and as a result their preparedness and confidence on the subject is low. In addition, research has shown that assistive technology plays a critical role to increase inclusiveness amongst students.en_GB
dc.language.isoenen_GB
dc.rightsinfo:eu-repo/semantics/restrictedAccessen_GB
dc.subjectLearning disabled children -- Education -- Maltaen_GB
dc.subjectComputer-assisted instruction -- Maltaen_GB
dc.subjectInclusive education -- Maltaen_GB
dc.titleThe role of technology for children with learning difficulties : a studyen_GB
dc.typebachelorThesisen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publisher.institutionUniversity of Maltaen_GB
dc.publisher.departmentFaculty of Economics, Management and Accountancy. Department of Managementen_GB
dc.description.reviewedN/Aen_GB
dc.contributor.creatorCamilleri, Daniel-
Appears in Collections:Dissertations - FacEma - 2018
Dissertations - FacEMAMAn - 2018

Files in This Item:
File Description SizeFormat 
18BSCBIT009.pdf
  Restricted Access
1.51 MBAdobe PDFView/Open Request a copy


Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.