An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities

This study examined the efficacy of two programs designed to teach keyboarding skills to school-aged children with intellectual disabilities. The study employed a mixed methods research design utilizing the number of accurate key strokes and speed in completing a task as dependent variables in the quantitative analysis. The scores used in the analysis were derived from a teacher-designed test that consisted of a timed test with students keyboarding specific sets of letter sequences. The qualitative segment of the study consisted of focus group interviews with the participating teachers to determine the method perceived to be effective in teaching keyboarding skills to children with intellectual disabilities. Decisional statistics were performed to determine which program was more effective in teaching the selected students keyboarding skills. Teachers were interviewed in focus sessions and the results from the interviews were analyzed to determine their perceptions of the two programs. Overall, both programs were successful in teaching keyboarding skills; however, teachers stated that ColorCoded Keyboarding© was more effective in increasing the number of keys learned and promoting self-esteem and self-efficacy.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Blazek, Linda A.

Contributors dc:contributor

• Miller, Ted
• Guess, Pamela; Hinsdale, Bernard; Buggey, Tom
• College of Health, Education, and Professional Studies

• Children with disabilities -- Education -- Data processing
• Typewriting -- Study and teaching
• Keyboarding

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/156

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1292