2025 Volume 2 Pages 27-37
The purpose of this study was to clarify the effectiveness and challenges by using interactive communication technology with ICT equipment on children with intellectual disabilities. Semi-structured interviews were conducted with teachers at special needs schools for children with intellectual disabilities who had adopted remote teaching using interactive communication technology during a temporary break due to the prevalence of COVID-19. Results from a quantitative text analysis using collected episodic data revealed that some children responded differently from those in face-to-face classes, such as increased sustained attention, expression of intention, and participation in classes. On the other hand, some issues such as impulsive behavior and simply enjoyable learning were observed, suggesting the need for careful verification of the effectiveness due to remote teaching.
