APPLICATION OF ASSISTIVE TECHNOLOGY IN READING, ARITHMETIC AND COPING WITH TIME WITH STUDENTS IN PRIMARY SCHOOLS IN CITY OF SINJ

Cilj ovog rada je izmjeriti dostupnost i uporabu asistivne tehnologije kod učenika od prvog do četvrtog razreda osnovne škole, odnosno olakšava li korištenje asistivne tehnologije usvajanje nastavnih sadržaja u području čitanja, računanja i snalaženja u vremenu. Iako su rješenja asistivne tehnologije namijenjena, u prvom redu, osobama s teškoćama u razvoju njihovo korištenje nije nužno namijenjeno samo njima. Potrebno je osvještavanje pozitivnih strana asistivne tehnologije za sve učenike u obrazovnom procesu. Uz prikladan odabir asistivne tehnologije i potrebnu edukaciju za korištenje iste nastavni proces se može značajno unaprijediti te određene nastavne jedinice koje su do tada bile teže razumljive mogu postati jednostavne. Asistivna tehnologija često nailazi i na ograničenja koja se tiču samog odabira, educiranja za korištenje, a najčešće se ograničenja odnose na nedostatak financija za njeno nabavljanje. U provedenom istraživanju sudjelovali su učenici tipičnog razvoja razredne nastave. Za potrebe istraživanja kreirani su upitnici za svaki razred te su postavljene hipoteze koje su se odnosile na mišljenje učenika o aplikacijama asistivne tehnologije. Dobiveni rezultati obrađeni su kvantitativnom metodologijom te su potvrdili da ne postoji statistički značajna razlika u mišljenju o aplikacijama asistivne tehnologije s obzirom na spol i s obzirom na razred koji pohađaju, ali su dali uvid u mišljenje i zadovoljstvo aplikacijama te bi li ih koristili u nastavi.The purpose of this paper is to measure the availability and use of assistive technology in students from first to fourth grade of primary school, or whether the use of assistive technology facilitates the acquisition of teaching content in the field of reading, arithmetic and time management. Although assistive technology solutions are intended primarily for people with disabilities, their use is not necessarily intended for them alone. Awareness of the positive aspects of assistive technology is needed for all students in the educational process. With the appropriate choice of assistive technology and the necessary education to use it, the teaching process can be significantly improved and certain teaching units that were difficult to understand until then can become simple. Assistive technology often encounters limitations regarding the selection itself, education for use, and most often the limitations relate to the lack of funding for its acquisition. Students of typical classroom development participated in the research. For the needs of the research, questionnaires were created for each class and hypotheses were set that referred to the opinion of students about the applications of assistive technology. The obtained results were processed by quantitative methodology and confirmed that there is no statistically significant difference in opinion about assistive technology applications with respect to gender and class they attend but gave insight into the opinion and satisfaction with applications and whether they would use them in teaching