This work was supported by a grant from Shalem Fund
This study examined the impact of learning using an accessible digital book, based on the Universal Design for Learning (UDL) model, among adolescents and adults with intellectual disabilities. Participants were divided into two groups: one group learned using a digital book and the other using a printed book. The results of the study showed an improvement in academic achievement in both groups, but the improvement was more pronounced in the digital group. In addition, adults benefited more from the intervention than adolescents. The study supports the "compensatory age" theory, according to which life experience and maturity allow adults to learn more effectively. The study findings indicate that accessible digital books improve academic achievement among people with intellectual disabilities and are an effective tool in developing curricula for this population.
Keywords: Intellectual disability, UDL, digital book
Abstract>>