Enriching Resource Rooms for Students with Learning Disabilities: A Case of Transparent, Semi-Transparent, and Non-Transparent Concepts

Abstract

The aim of this study is to illustrate how to enrich resource rooms with specialized instructional materials for the concepts of "transparent, " "semi-transparent, " and "non-transparent. " Given the special situations of students with learning disabilities, the specialized instructional materials use their own avatars to ensure a sense of belonging for each student to the study. In addition, they have the opportunity to follow the QR-coded experimental videos repeatedly, after performing hands-on experiments. Thus, the specialized instructional materials not only help them understand the concepts of transparent, semi-transparent and non-transparent but also develop their social skills.