Leveraging Technology to Break Barriers in Public Health for Students with Intellectual Disabilities
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants and Setting
2.2. Materials
2.3. Procedures
2.3.1. Experimental Design
2.3.2. Training Phase
2.3.3. Baseline Phase
2.3.4. Digital Technology Supported Inquiry-Based Intervention Phase
2.4. Data Collection and Dependent Variables
Interobserver Agreement
2.5. Data Analysis
3. Results
Learning Outcomes Across Baseline and Intervention Phases
4. Discussion
Author Contributions
Funding
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
1. What is a virus? (A) A microscopic plant. (B) A microscopic infectious agent. (C) A small animal. |
2. A known virus is coronavirus. Write another virus you know: |
3. Why can’t we see a virus? (A) Because a virus is very small. (B) Because a virus is always hidden. (C) Because a virus moves very fast. |
4. How can we see a virus? We can see a virus through: (A) glasses. (B) a magnifier. (C) a microscope. |
5. When someone is under a disease, they appear |
6. Recognizing a disease is called |
7. Which of the following is an infectious disease? (A) asthma. (B) cancer. (C) COVID-19. |
8. How can we call people who get a virus? |
9. What are the transmission ways? |
10. When a virus causes a disease, this virus is called: (A) pathogenic. (B) infection. (C) host. |
11. Τhe incubation time of the virus is the time until (A) the first symptoms appear. (Β) go to the doctor. (C) take medicine. |
12. Τhe incubation of a disease can take even a few days. True—False |
13. A virus cannot be transmitted (A) through air. (B) through physical contact. (C) through a healthy person. |
14. When a virus has infected too many people around the world, it is called: (A) an epidemic. (B) a pandemic. (C) nothing like that. |
15. Droplets created when someone coughs are a way of transmission. True—False |
16. A disease which is spread all over the world is called |
17. A lot of viruses come from animals. |
18. Fighting a disease is called (A) treatment. (B) prevention. (C) immunity. |
19. Τhe defense system of an organism is called: (A) lymphatic. (Β) immune. (C) cardiovascular. |
20. Which could be symptoms of a virus? (A) sniffle and cough. (B) fever and headache. (C) all of them. |
21. How do vaccines work? (A) they strengthen the body’s defence/immune system. (B) they cause other diseases. (C) they last forever. |
22. How can you protect yourself from being infected by a virus? (A) being vaccinated. (B) visit the doctor. (C) you cannot protect yourself whatever you do. |
23. What are the precautionary measures? (A) a doctor diagnosis for a disease. (B) some acts that help prevent diseases. (C) the symptoms of a disease. |
24. How can you make decisions to prevent the spread of an infection? (A) social distancing. (B) by the law. (C) there is nothing you can do. |
25. An example of social distancing is (A) a pharmacological intervention. (B) a party in a crowded place. (C) hand washing. |
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Scenario Title Main partner responsible Overview/context Scientific content and its relevance to public health education Estimated duration |
STEM content Content glossary Pedagogical glossary |
Competences/learning goals Classroom organization requirements Prerequisite knowledge and skills |
School research project Teacher guidance notes/ professional development actions Assessment activities |
Digital Learning Objects (DLOs) Ι. Concept map COVID-19 (http://photodentro.pafse.eu/handle/8586/40 (accessed on 10 August 2024)) ΙΙ. Concept map of symptoms COVID-19 (http://photodentro.pafse.eu/handle/8586/41 (accessed on 10 August 2024)) ΙII. Concept map of the transmission of COVID-19 (http://photodentro.pafse.eu/handle/8586/42 (accessed on 10 August 2024)) IV. Infographic COVID-19 (http://photodentro.pafse.eu/handle/8586/43 (accessed on 4 June 2023)) Supplementary educational resources (SERs) https://www.rch.org.au/ccch/covid-19/ (accessed on 10 August 2024) (translated infographic about COVID-19) https://www.youtube.com/watch?v=MVvVTDhGqaA (accessed on 10 August 2024) (translated video about COVID-19, Eurac Research) https://www.unicef.org/greece/en/stories/day-school-during-covid-19 (accessed on 10 August 2024) (video A Day at school, Unicef) https://www.youtube.com/watch?v=6lJQ123_4e8 (accessed on 10 August 2024) (All about Coronavirus: A Video for Kids and Their Families|University of Michigan School of Public Health) https://www.youtube.com/watch?v=GFm45J8d7HI (accessed on 10 August 2024) (video about viruses) |
Teacher–learning activities Principal target |
Training phase Lesson 1 (Baseline: orientation phase) Lessons 2, 3 (Intervention: main inquiry—conceptualization—investigation) Lesson 4 (Intervention: applying new knowledge and skills) Lessons 5–6 (Open schooling event: applying new knowledge and skills—conclusions) |
Supplementary learning activities I. Video watching and discussion II. Handcrafting |
Indicative literature |
Student | Baseline | Intervention | Effect Size | ||||
---|---|---|---|---|---|---|---|
Mean ± SD (Correct Answers) | Range (Correct Answers) | Visual Analysis (Level, Trend, Variability) | Mean ± SD (Correct Answers) | Range (Correct Answers) | Visual Analysis (Change, Level, Variability) | PND (%) | |
Brown | 2.6 ± 0.5 | 2–3 | low, variable with a slight decelerating trend | 4.2 ± 0.8 | 3–5 | abrupt and immediate change in performance, overlapping and variable data | 80 |
Grace | 3.2 ± 0.4 | 3–4 | low with a stable trend | 4.2 ± 0.4 | 2–5 | immediate change in performance with a stable trend | 20 |
David | 2.6 ± 0.5 | 2–3 | low, variable with a stable trend | 4.0 ± 1.4 | 3–5 | immediate change in performance overlapping and variable data | 80 |
Reece | 3.6 ± 0.5 | 3–4 | low, variable with an overall decelerating trend | 4.4 ± 0.9 | 3–5 | variable and overlapping data | 60 |
Noah | 2.6 ± 0.5 | 2–3 | low with a stable trend | 3.2 ± 0.8 | 2–4 | overlapping data with a slight increasing trend | 40 |
Karter | 2.4 ± 0.5 | 2–3 | very low with a stable trend | 3.8 ± 0.4 | 3–4 | initial decelerating trend, change in performance, and stable trend | 80 |
Kyle | 3.0 ± 1.0 | 2–4 | low, variable with an overall decelerating trend | 4.8 ± 0.4 | 4–5 | abrupt and immediate change in level, data with a stable trend | 80 |
Nicholas | 2.0 ± 1.0 | 1–3 | very low, variable with an overall decelerating trend | 3.2 ± 0.8 | 2–4 | variable data with a slight increasing trend | 20 |
Peter | 2.0 ± 1.0 | 1–3 | very low, variable with an increasing trend | 3.0 ± 1.0 | 2–4 | variable and overlapping data | 40 |
Ryan | 2.4 ± 1.1 | 1–4 | very low, variable with an increasing trend | 4.2 ± 1.3 | 2–5 | variable and overlapping data with a slight increasing trend | 60 |
Anderson | 3.8 ± 0.8 | 3–5 | low level, with a slight decelerating trend | 5.0 ± 0 | 5–5 | very high data with a stable trend | 100 |
Samantha | 2.4 ±0.9 | 1–3 | variable | 4.4 ± 0.9 | 3–5 | variable and overlapping data with a slight increasing trend | 80 |
Sadie | 2.0 ± 1.2 | 1–5 | very low with a decelerating trend | 4.0 ± 1.2 | 2–5 | variable and overlapping data | 40 |
Trace | 2.6 ± 1.5 | 1–4 | variable with a decelerating trend | 4.2 ± 1.1 | 3–5 | variable and overlapping data | 60 |
Thomas | 3.4 ± 1.3 | 1–4 | variable with an abrupt change in stable trend | 3.8 ± 0.8 | 3–4 | variable and overlapping data with a stable trend | 20 |
Tanya | 2.8 ± 1.1 | 1–4 | variable with an accelerating trend | 4.2 ± 0.8 | 3–5 | variable and overlapping data with a slight increasing trend | 40 |
Tiffany | 3.6 ± 3.6 | 2–5 | variable | 4.2 ± 1.1 | 3–5 | variable and overlapping data | 0 |
Tessi | 1.4 ± 1.4 | 1–2 | very low with a stable trend | 3.0 ± 1.0 | 2–4 | variable and overlapping data | 60 |
Hank | 2.8 ± 0.4 | 2–3 | low with a stable trend | 4.2 ± 1.1 | 3–5 | immediate change in level, variable data with a stable trend | 60 |
Sloan | 2.2 ± 0.8 | 1–3 | very low with an accelerating trend | 3.8 ± 1.3 | 2–5 | overlapping data with a slight increasing trend | 60 |
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Iatraki, G.; Mikropoulos, T.A.; Mallidis-Malessas, P.; Santos, C. Leveraging Technology to Break Barriers in Public Health for Students with Intellectual Disabilities. Computers 2025, 14, 169. https://doi.org/10.3390/computers14050169
Iatraki G, Mikropoulos TA, Mallidis-Malessas P, Santos C. Leveraging Technology to Break Barriers in Public Health for Students with Intellectual Disabilities. Computers. 2025; 14(5):169. https://doi.org/10.3390/computers14050169
Chicago/Turabian StyleIatraki, Georgia, Tassos A. Mikropoulos, Panos Mallidis-Malessas, and Carolina Santos. 2025. "Leveraging Technology to Break Barriers in Public Health for Students with Intellectual Disabilities" Computers 14, no. 5: 169. https://doi.org/10.3390/computers14050169
APA StyleIatraki, G., Mikropoulos, T. A., Mallidis-Malessas, P., & Santos, C. (2025). Leveraging Technology to Break Barriers in Public Health for Students with Intellectual Disabilities. Computers, 14(5), 169. https://doi.org/10.3390/computers14050169