Teaching Mild Mentally Retarded Children using Augmented Reality

Abstract

Every child has the right to get an education, including mild mentally retarded children. As like normal children, mild mentally retarded children need education that can help their growth and development in accordance with their potential. However, learning media for mild mentally retarded children still have several obstacles, one of which is object recognition. Object recognition for mild mentally retarded children usually uses 2-dimensional objects that are difficult to recognize. In addition, when using 2-dimensional objects not all aspects of development can be developed properly. The purpose of this study is to provide an overview of the use of augmented reality in developing various aspects of development in mild mentally retarded children. The methodology in this study is qualitative descriptive. Data collection techniques used observation and interviews with mild mentally retarded children and one special teacher in West Java, Indonesia. Data were analyzed through several stages, namely data reduction, data presentation, data conclusions, and data validation using triangulation. The results of the study show that using the augmented reality technology, the mild mentally retarded children can be easier to recognize an object. In addition, the use of augmented reality can develop various aspects of development in mild mentally retarded children ranging from moral and religious values, cognitive, language, physical-motoric, social emotional, and artistic. Special schools or inclusive schools can utilize augmented reality as a learning medium in introducing objects to mild mentally retarded children. https://doi.org/10.26803/ijlter.18.7. 12