Integrating Information Communication Technology in Special Education: Evaluating The Effectiveness of Video-Based Academic Instruction

Abstract

The integration of Information and Communication Technology (ICT) in education has emerged as a promising approach for addressing the learning challenges faced by children with intellectual disabilities (ID). This pilot study investigates the effectiveness of video-based instruction, including Video Modeling (VM), Video Prompting (VP), and Video-Based Instruction (VBI), in developing academic skills among children with ID. Utilizing a quasi-experimental pre-test/post-test design, the study involved ten participants divided equally into control and experimental groups. The findings revealed that video clips significantly enhance learner engagement, academic performance, and communication skills. The results showed a significant improvement (p = .034), with a mean difference of -1.167. The increase from pre-test (M = 1.83) to post-test (M = 3.00) indicates a notable enhancement. Some skills, such as sensory processing and emotional expression, showed mean improvements but lacked statistical significance (p > .05). High correlations for adaptability (r = .857, p = .029) and communication skills (r = .882, p = .020) indicate strong relationships between pre- and post-assessment measures, demonstrating consistency and reliable progress. Participants showed the most improvement in cognitive areas such as critical thinking and math problem-solving, followed by gains in social-emotional skills like collaboration. The findings support integrating video instruction in special education for its individualized, visual approach, and call for teacher training and customized content development.