ICT Utilization in the Education of Children With Intellectual and Developmental Disabilities:

Tracing the History of 30 Years

Abstract

  This paper summarizes the situation of education policy in Japan that serves as the basis for thinking about the past and future of ICT utilization in special needs education. Then, ICT utilization for children with intellectual or developmental disabilities is reviewed through 30 years. Focusing on the activities of the target children, the research papers were classified into ten frameworks: looking, listening, reading, selecting the correct stimulus, manipulating objects on the screen, simulation learning, speaking, writing, programming, and using remote communication. It was found that the focus of research shifted from creating teaching materials to using them and evaluating results. In addition, due to the COVID-19 pandemic, using tools for remote communication has progressed dramatically.