Technological Tools for Elementary School Children with Intellectual Disabilities That Cause Learning Difficulties. Los Olivos, 2025

Berrios Tucto Yahaira Liseth, Sara Maria Crespo Tataje, Victor Manuel Morales Chamorro, Harold Stephano Morante Montalban and Roberth Frias Guevara

South Health and Policy, 2025, vol. 4, 355-355

Abstract: This research addresses the issue of accessibility and adaptation of technological tools and their impact on learning difficulties among primary school children with intellectual disabilities, aligning with SDG 4 “Ensure inclusive, equitable and quality education.” The aim was to explain the relationship between these tools and cognitive barriers in students from Los Olivos, 2025. Universal Design for Learning and Socio‑Constructivist theories were reviewed. The study was applied, non‑experimental, correlational, cross‑sectional, and descriptive; the sample comprised 52 subjects and a validated questionnaire was used (α = 0.944). Descriptive results showed that 1.9 % of respondents disagreed, 13.5 % neither agree nor disagree, 17.3 % agreed, and 15.4 % strongly agreed with the use of adapted technologies. Inferentially, Spearman’s rho was ρ = 0.652 (p = 0.000

Date: 2025
References: Add references at CitEc
Citations:

There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:dbk:southh:2025v4a148

DOI: 10.56294/shp2025355

Access Statistics for this article

More articles in South Health and Policy from AG Editor (Argentina)
Bibliographic data for series maintained by Javier Gonzalez-Argote ().