Guess, Pamela; Hinsdale, Bernard; Buggey, Tom
College of Health, Education, and Professional Studies
University of Tennessee at Chattanooga
Place of Publication
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.
Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.
Children with disabilities -- Education -- Data processing; Typewriting -- Study and teaching; Keyboarding
xii, 132 leaves
Blazek, Linda A., "An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities" (2015). Masters Theses and Doctoral Dissertations.