Collaborative Assistive Technology in Mathematics Learning for Students with Special Needs


This study is an interactive and collaborative assistive technology in mathematics learning for students with special needs. The participants in this study were 3 first grade of elementary school students who with autism spectrum disorder, intellectual and developmental disability and developmental delay respectively. The purpose was to promote interpersonal interaction, active participation, and understanding in mathematics for students with special needs. The researcher has used 3D printing adaptive switches and modified toy combined with addition and subtraction arithmetic, to advance their interpersonal interact, participative of initiative and comprehension of mathematics. Description of design activity:1. Introduced students to 3D printing adaptive switches and modified toy; 2. guide students to calculate the number of small fish on the modified toy; 3. game descriptions; 4. students are divided into two groups, one person operates the adaptive switch and the other is responsible for fishing (this section has student assistants participating in the grouping); 5. write mathematical problems on the blackboard; 6. assist students to operate and compete; 7. sharing and giving feedback after the event is over. During the process, improve students' learning performance through specific operations; the emphasis on team cooperation, to cultivate more cooperative behavior; improve learning motivation through interesting teaching materials. Via case study paradigm, collect professional advice and feedback from their participants and special education teachers.

Author Information
Rou-Rou Sung, National University of Tainan, Taiwan
Shu-Wen Lin, National University of Tainan, Taiwan
Chien-Yu Lin, National University of Tainan, Taiwan

Paper Information
Conference: ACE2018
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability

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Posted by James Alexander Gordon