Perceptions regarding the use of ICT in the development of Reading skills of students with intellectual disabilities: A perspective from the teaching staff

Abstract

Introduction: The use of Information and Communication Technologies (ICT) is an increasingly common resource in the classroom, used by teachers and therapists due to the high acceptance and interest it generates among students. In children with intellectual disabilities, it has proven to be an effective tool in literacy work. Objective: To explore the perceptions that primary school teachers have regarding the use of ICT in developing reading skills in students with intellectual deficits. Method: A qualitative study with a phenomenological approach was conducted, involving five primary school teachers. Data was collected through semi-structured interviews, which were recorded and later transcribed. The study received approval from the Ethics Committee of the University of the Social Argentine Museum. Results: The analysis revealed five categories: facilitators of learning; conditions for achievement; pedagogical reflection; pedagogical differentiation; inclusion and accessibility. All agree that the use of ICT generates greater interest and meaningful learning. They mention that although ICT are useful, it is important to receive training or guidance to ensure activities meet their objectives. Most noted that using ICT has made them reflect on their work, and they agree that it is a differentiating and inclusive resource for students with disabilities.Conclusion: Participants valued the use of ICTs as a motivating, differentiating, inclusive, and adaptable resource for students with disabilities, facilitating literacy learning.