Development of Functional Academic Skills through Smartphones: A Field Experience
Keywords:Functional Academics, PhD, Storytelling, Smartphones, Qualitative
This paper is based on the researcher's experience during his PhD. The paper's main aim was to share the field experience of the development of functional academics among persons with intellectual disabilities through the usage of smartphones. The storytelling method and qualitative design were used to explicit the story of the researcher's experience during an ongoing PhD in education. The researcher explained how he had been admitted to PhD in education after six years of working experience. He also shared about the phases of research in which he completed the assigned task while facing many difficulties. He emphasized how he collected the review of related literature and pre-pilot study for the tool preparation with patience during the COVID-19 pandemic and collected the data from the reputed institute in rehabilitation. At last, he discussed the difficulties faced in publishing. Supervisors had been the role model for the researcher who shaped the researcher as a philosopher in his subject.
Arun, P., & Jain, S. (2022). Use of Smart Phone Among Students with Intellectual and Developmental Disability. Journal of Psychosocial Rehabilitation and Mental Health. https://doi.org/10.1007/s40737-022-00279-3
Bazrafkan, L., Yousefy, A., Amini, M., & Yamani, N. (2019). The journey of thesis supervisors from novice to expert: a grounded theory study. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1739-z
Bobzien, J. L. (2014). Academic or Functional Life Skills? Using Behaviors Associated with Happiness to Guide Instruction for Students with Profound/Multiple Disabilities. Education Research International. https://www.hindawi.com/journals/edri/2014/710816/
Coghlan, D., & Brydon-Miller, M. (2014). Storytelling. In The SAGE Encyclopedia of Action Research. https://doi.org/10.4135/9781446294406.n320
Cresswell. (2006). CHOOSING A MIXED METHODS DESIGN (pp. 67–69). https://www.sagepub.com/sites/default/files/upm-binaries/10982_Chapter_4.pdf
Guidelines for UGC Non-NET Fellowship. (n.d.). Retrieved May 22, 2022, from https://www.cug.ac.in/pdf/20210207234221337bcb6705.pdf
Güss, C. D., Hauth, D., Wiltsch, F., Carbon, C.-C., Schütz, A., & Wanninger, K. (2018). Patience in Everyday Life: Three Field Studies in France, Germany, and Romania. Journal of Cross-Cultural Psychology, 49(3), 355–380. https://doi.org/10.1177/0022022117735077
Kar, S. K., Ransing, R., Arafat, S. M. Y., & Menon, V. (2021). The second wave of COVID-19 pandemic in India: Barriers to the effective governmental response. EClinicalMedicine, 36. https://doi.org/10.1016/j.eclinm.2021.100915
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Alberti, G., Zimbaro, C., & Chiariello, V. (2017). Using Smartphones to Help People with Intellectual and Sensory Disabilities Perform Daily Activities. Frontiers in Public Health, 5, 282. https://doi.org/10.3389/fpubh.2017.00282
Miller, M. A., & Fenty, N. (2008, January 1). Chapter 6 - Functional Academic Adaptive Skills (T. Oakland & P. L. Harrison, Eds.). ScienceDirect; Academic Press. https://www.sciencedirect.com/science/article/pii/B9780123735867000060#:~:text=Functional%20academics%20are%20adaptive%20skills
Niwas, R. (2020). e-Learning through Smartphones Challenges and Possibilities in the Era of Pandemic. TTMA TRACKS IRJMS, 1(66), 64–71.
Schnitker, S. A. (2012). An examination of patience and well-being. The Journal of Positive Psychology, 7, 263-280. doi:10.1080/17439760.2012.697185.
Schnitker, S. A., & Emmons, R. A. (2007). Patience as a virtue: Religious and psychological perspectives. Research in the Social Scientific Study of Religion, 18, 177-207. doi:10.1163/ej.9789004158511.i-301.69.
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).