Computer-based instruction for persons with mental disabilities: An examination of three computer-based approaches used to help persons with mental disabilities develop functional literacy skills.

摘要

Statement of problem and purpose. Many educators and researchers have supported the use of computers to help persons with mental disabilities develop functional literacy skills. But much of the software available today has continued a pattern of decontextualized and fragmented learning which has frustrated the development of functional literacy skills in persons with mental disabilities.;In response to this problem, the purpose of this study was to validate the computer-based instructional approach which, based on the literature, would appear to be the most appropriate for the development of functional literacy skills in persons with mental disabilities. This was achieved by: (1) identifying and reporting the critical elements and appropriate software of three promising approaches to computer-based instruction; (2) assessing the critical elements and appropriate software; (3) validating the computer-based instructional approach which would appear to be the most appropriate for assisting persons with mental disabilities in the development of functional literacy skills; and (4) recommending processes for the implementation of the validated computer-based instructional approach.;Procedures. This study utilized qualitative research in a single-case action research design. A Panel of Experts was used to assess the critical elements, appropriate software, structure of the research sessions, and validate the approach which was most appropriate for the development of functional literacy skills in persons with mental disabilities. The subject of the single-case action research was involved in three different computer-based instructional approaches: (1) the personal meaning approach which utilized "Keytalk" software; (2) the discovery-learning/problem-solving approach which utilized "Explore-a-Story" software; (3) the drill and practice approach which utilized "Reader Rabbit" software. Twelve of the forty-five computer-based instructional research sessions were videotaped and analyzed to determine which of the three computer-based instructional approaches appeared to be the most appropriate for persons with mental disabilities.;Findings and recommendations. Fifty-nine critical elements and fifty software programs were identified in the literature as representative of the three computer-based approaches. The Panel of Experts assessed the software from the three approaches and the results of the forty-five research sessions and validated the personal meaning approach as most appropriate for the development of functional literacy skills in persons with mental disabilities.