Studia ad Didacticam Biologiae Pertinentia 7 (2017) 
ISSN 2083-7276 DOI 10.24917/20837276.7.4 
Małgorzata Pietrzak, Ewelina Sobocha 
The use of media for educating the intellectually disabled – 


for and against 
Introduction 
Nowadays, much debate concerns the education of learners with severe disabilities,including those with moderate to profound levels of intellectual impairment,severe difficulties in communicating their needs to others, and those with potentialconcomitant physical, behavioral or sensory disabilities, as well as health issues(multiple disabilities). Lower intellectual fitness causes not only learning difficulties,but also the limitation of cognitive ability in terms of the surrounding world. Whilepast perceptions questioned the ability of those with severe disabilities to learn,current perspectives support the notion that all individuals can, and do, learn(Downing, McFarland, 2010). Education is crucial for individuals with multipledisabilities, especially in family and peer-to-peer environments, and in broad socialcontacts, because it supports theirability to assume more typical adult roles upongraduation (Agran et al., 1999; Downing, MacFarland, 2010).
People with intellectual disabilities have their identity, self-esteem and dignity,they feel the need for respect and pride, are aware of theirpersonality and strengths,and realize that they constitute agroup that could be socially and politically influential(Schalock, Luckasson and Shogren, 2007).
Particular hope is invested in the development of new information andcommunication technologies (ICTs) that allow the individualization of education ofpeople with special educational needs. While working with an intellectually deficientlearner, digital devices along with specialized software serve to communicate with theteacher, effectively motivate learners who are suffering from cognitive impairment,improve their manual skills or perception, serve to increase focus, as well as addressthe important emotional and social needs of learners (Białek, 2013).
The aim of the study was to explore the possibilities of using modern informationand communication technologies in the process of educating persons with adeeperlevel of intellectual disability. The intensity of involvement, ability to focus on atask,degree of autonomy, ingenuity, and interpersonal relations of 7 special school stu­dents aged 15 to 19 were observed. In teaching them, three concepts were used inthe organization of classes, i.e. one using multimedia, one based on the multi-sensory experience of the world, and blended learning (practical exercises combined with theuse of ICT). 

Educating persons with intellectual disabilities 
According to DSM–5 TM (2013: 33), the term intellectual disability is definedas follows: “Intellectual disability (intellectual developmental disorder) is adisorderwith onset during the developmental period that includes both intellectual andadaptive functioning deficits in conceptual, social, and practical domains”.
According to the International Classification of Diseases ICD–10 WHO (2016:available on-line http://apps.who.int/classifications/icd10/browse/2016/en#/F70­-F79), mental retardation is characterized as follows: “A condition of arrested orincomplete development of the mind, which is especially characterized by impairmentof skills manifested during the developmental period, skills which contribute tothe overall level of intelligence, i.e. cognitive, language, motor, and social abilities.Retardation can occur with or without any othermental or physical condition. Degreesof mental retardation are conventionally estimated by standardized intelligencetests. These can be supplemented by scales assessing social adaptation in a givenenvironment. These measures provide an approximate indication of the degreeof mental retardation. The diagnosis will also depend on the overall assessment ofintellectual functioning by askilled diagnostician”.
The ICD-11 classification (2017: available on-line http://icd11ct.cloudapp.net/ct/icd11beta_jlmms/en/current#/), not yet approved by WHO, suggests changingthe terminology used for neurological diseases (neurodevelopmental disorders)to “disorders of intellectual development, mild, moderate, severe, profound”. Thediseases are defined as follows: “Disorders of intellectual development are agroupof aetiologically diverse conditions originating during the developmental period,characterized by significantly below average intellectualfunctioning and adaptivebehavior that are approximately two or more standard deviations below the mean(approximately less than the 2.3rd percentile), based on appropriately normed,individually administered standardized tests. Where appropriately normed andstandardized tests are not available, diagnosis of disorders of intellectual developmentrequires greater reliance on clinical judgment based on appropriate assessment ofcomparable behavioral indicators”.
According to the results of the National Census of Population and Housing in2011, the total number of people with disabilities was about 4.7 million at the end ofMarch 2011, representing 12.2% of the country’s population (Demographic data…2015) (Fig. 1).
It should be emphasized, however, that responding to disability questionswas voluntary, due to the specificity and sensitivity of the topic. According to theinformation from the Chief Statistical Office, almost 1.5 million people refused torespond, which had an effect on the completeness of the information (Slany, 2014).Children under 16 represented 4.4% of the total population of legally disabled people.The percentage of children with mild, moderate and severe intellectual disabilitiesin primary school was 1.1% of the school population while, respectively, learners 
[28] Małgorzata Pietrzak, Ewelina Sobocha 

Fig. 1. The percentage share of learners with special educational needs by disability types. 
with intellectual disabilities attending junior high school constituted 2.1% of thepopulation of junior high school students, and 6.4% of the population of studentsattending vocational schools (Uczniowie istudenci… 2016; Oświata iwychowanie…2016) (Fig. 2). 

Fig. 2. Education of people with intellectual disabilities (ID) in Poland. 
Young people studying in special education schools, which accept learners withmoderate or severe mental retardation and those with more than one disability, constituted 1% of the population of young people learning in senior high schools(Uczniowie i studenci… 2016; Oświata i wychowanie… 2016). The inconsistencybetween the incidence rates of intellectual disabilities depending on the age of thestudy groups is due to the fact that many people with mild intellectual disabilitiesfunction relatively well upon completing their education.
In Poland, the main assumption made by the Ministry of National Education thatthe overriding aim of educating learners with intellectual disabilities is to enablethem to participate in various forms of social life equally with other members ofagiven community still remains the most significant. Therefore, in educating peoplewith intellectual disability, the use of multimedia as a means of communicationcombining different forms, such as text, sound, graphics, animation, and video, shouldbe common. Interactive media devices such as smartphones, computers, interactivewhiteboards should, as in the case of people without disabilities, serve as atool forcommunication and education. 
The reasons for the discrepancy between limited perceptual and cognitiveabilities and “good”social functioning stem from factors other than intellectual ones,such as personality, motivation, emotion, family and peer environment (Kościelska,1984, 1995). It is, therefore, possible to use these factors in ICT-based education.For it was argued that regardless of whether it be agame, afilm, or amessenger,ICT methods enforce relationship-based activities to a much greater extent thantraditional methods of work. The need to understand what is happening on the screentriggers awhole range of thought processes, from simple perception, inference, toempathy and creativity (Sobocha, Pietrzak, 2017).
Learners with intellectual disabilities are eager to work with ICT tools because itgives them the opportunity to get to know the consequences of theiractions. Owingto this, upon becoming active, learners are more aware of consequences of theirdecisions. The development of autonomy of people with intellectual disabilities isimportant because of developing their ability to make choices in life, which promotesgreater social inclusion (Kwiatkowska, Rola, 2015). 

The use of information and communication technologies in education in Poland 
The European Commission report on ICT in Education shows that Polandoccupies a very low position in the ranking of digitally equipped schools (ICT inEducation, 2013; Pietrzak, 2017). In Poland there are fewercomputers available forlearners of all grades than the EU average, and their provision is fairly consistent at allgrades. In respect of this indicator, Poland ranks in the lower group of countries, with8 learners per computer. With high numbers of learners per interactive whiteboardat all grades, Poland ranks in the lower group of countries, and the situation is similaras regards learners per data projector. Although in Poland the numbers of learnersin schools without broadband are generally lower than the EU mean, there is alowpercentage of schools with fast broadband.
The report on the study “Do teachers use information and communicationtechnologies in education?” (2012) shows that the limited implementation of ICT inschools results from teachers’ concerns related to the fear of losing authority, their lack 
[30] Małgorzata Pietrzak, Ewelina Sobocha 
of computer skills, the time-consuming process of preparing classes, organizationaland technical difficulties, the unavailability of ready materials compliant with thecore curriculum, as well as the possible negative influence that computers andthe Internet may have on students (Czy nauczyciele… 2012).
Studies conducted so far point to the numerous advantages ofusing ICT in work, including the report from the IBE’s “Digital School” programrun in 399 schools. In the 2013 report from 20 schools selected for detailed studies, it was stated that in revalidation classes and within psychological and pedagogical support activities, the computer became a link between the learner and the teacher, enlivened the atmosphere and, by stimulating mobilization to work in the classroom, helped in understanding reality, and allowed individual selection of speech therapy and therapeutic-correction-compensation programs. The reportstated that for people with disabilities, the opportunity to improve communication skills through the use of a computer is especially important, because it contributes to maintaining concentration, improves motivation, and triggers curiosity (Białek, 2013). 
Information and communication technologies dedicated 

to people with disabilities 
Currently, the market offers electronic equipment and numerous computerprograms for people with motor, visual, auditory orspeech impairments. Advancedtechnology and state-of-the-art software have made it possible to betterdiagnosedisabled people and customize the equipment to suit their individual needs. Thedisabled can support themselves using wheelchairs, speech synthesizers, instantmessengers, hearing aids, book players, “talking” TVs, touch screens and monitors.Here are some examples of ICT use (Fig. 3).
As part of the INOVATELL project, an innovative touchless computer controltool and acomputer literacy training program forindividuals with severe physicaldisabilities were developed (http://inovatell.reabilitacija.lt/index-en.html). Thetechnologically advanced devices, called augmentative and alternative communica­tion (AAC) devices, allow people with no speech or poorspeech to overcome theircommunication problems. Descriptive video services (DVS), which provide narrativeverbal descriptions of visual elements, help the blind orvisually impaired to “readand watch images” (Hasselbring, Williams, 2010).
One of the most popular portals supporting the education of people with specialneeds is DrOmnibus (www.dromnibus.com). The DrOmnibus Edukacja Włączająca[DrOmnibus Inclusive Education] application includes over 5,000 tasks to practiceskills such as recognizing colors, shapes, numbers, fruits, vegetables, animals, bodyparts, emotions and occupations; it also contains lesson plans, is equipped withasystem of awards and hints, and generates reports on learning outcomes. Exerciseshelp to train perception and visual analysis, differentiate between elements,recognize emotions, identify sounds, and classify and enhance communication skills.Another portal that develops the focus and recognition of objects as well as theidentification of feelings and emotions is Prosta Edukacja [Simple Education] (www.prostaedukacja.org.pl). 

Fig. 3. Currently, the market offers electronic equipment and numerous computer programs for people with motor, visual, auditory or speech disabilities. 
Valuable materials and tips forteachers, educators, trainers and tutors can befound through this unique pedagogical program on websites created under projectsfunded with support from the European Commission, e.g. Fascinating IT Tools forPersons with Intellectual Disability (http://disfit.eu), European Certification ofICT Skills for People with Mental Disabilities (http://www.easy-ict.nl/), FurtherEducation forPeople with Intellectual Disabilities (https://www.includ-ed.eu/good­practice/further-education-people-intellectual-disabilities-fepid), Job Trainers forPeople with intellectual disabilities and Autism Spectrum Disorders (http://www.trainingforjob.eu/wp/), Disabled in Theatre and Music (http://grundtvig.org.pl/www.grundtvig.org.pl/galeria-projektow/projectsppg/621.html).
An interesting overview of the possibilities of using computer technologyin the education of people with various disabilities is presented in an article byHasselbring and Glaser(2010). The authors draw attention to the value of involvingand individually tailored ICT-based education, but at the same time emphasize thelack of appropriate training for teachers and trainers, which is the main obstacle tothe ease of operation of various devices and the use of specialized software. Studiesof the role of ICT in providing services to adults with intellectual disabilities haveshown its positive impact on social inclusion and greater participation in mainstream 
[32] Małgorzata Pietrzak, Ewelina Sobocha 
life. The authors of the studies point out that the beliefs of staff members and theorganizational culture of sites play asubstantial role in how ICT is used (Parsonset al., 2008).
The software on offer for people with intellectual disabilities is poorand theapplications are incomprehensible as a result of not taking into account complexability deficits (Kwiatkowska, Rola, 2015).
For learners and other people with moderate or severe intellectual disabilities,the educational and ICT market does not offer practically any supportive softwarewhich would allow aspecial education teacherto tailor the program to alearner’sindividual needs (Kwiatkowska, Rola, 2015). Special education teachers often seekvarious ICT uses in education themselves and individualize programs to satisfy theirlearners’ needs. 
Teachers working with pupils with intellectual disabilities emphasize thatthese learners become bored very quickly, and that when they are given interestingtasks to do they should be allowed more time to respond and work creatively. Thedidactic experience of persons working in special schools recommends that, whenformulating amessage, one should focus on direct references to reality and introduceabstract elements later, and only if one recognizes that the learners are ready for that(Kondratowska, Wróbel, 2009). 

Study material and methods 
The idea of undertaking the research emerged during the co-operation betweenSOSW No. 3 in Krakow (Special School for Children with Disabilities) and theJagiellonian University. The observations made during student practicum promptedthe authors to use different educational methods in class and to conduct the studyusing the observation sheet. The participant method applied is typically used inqualitative research. Bogen James in the Encyclopedia of Philosophy (2017: https://plato.stanford.edu/entries/science-theory-observation/#HowObsEviMigTheLad)states that “observational evidence plays important and philosophically interestingroles in other areas including scientific discovery, the development of experimentaltools and techniques, and the application of scientific theories to practical problems”.
Due to the specific functioning of people with intellectual disabilities and thelack of standard ICT learning models for this group, the ‘case study’ method wasused. In non-typical situations, it allows the best analysis of phenomena and theirin-depth explanation (Babbie, 2007). As Earl Babbie states (2007: 320) “case studiesmay form abasis for the construction of more general nomothetic theories”.
The study involved seven learners with moderate and severe intellectualdisabilities from the Special School for Children with Disabilities No. 3 in Krakow.The study participants were junior high school pupils aged 15 to 19, two boys andfive girls. Methodology course students from the Institute of Geography and SpatialManagement of the Jagiellonian University were co-participants in the study. Theclasses were held at SOSW No. 3 and on the JU Campus (Institute of Geography andSpatial Management, Institute of Geology, Centre for Nature Education), under thesupervision of five special education teachers. 
The study was based on the self-developed questionnaire “Observation sheetfor ICT classes taught to students with adeeper intellectual disability”. The studywas based on aquestionnaire consisting of seven parts, each containing from 2 to11 questions, which were answered by four pedagogues specializing in oligophreno­pedagogy. We observed intensity of engagement, length of concentration on atask,degree of autonomy, ingenuity and interpersonal relations.
Observations took place during the educational classes taught between December2016 and May 2017. In the process of education, three patterns for organizing classeswere applied, i.e. with the use of multimedia, multi-sensory perception of the world,and blended learning (Fig. 4). 

Fig. 4. In the process of education three patterns for organizing classes were applied: with the use of multimedia (a), multi-sensory perception of the world (b) and blended learning (c). 
The purpose of the multimedia classes was for learners to become self-sufficientas faras their disability allows and to develop correct attitudes and behaviors so thatthey could respond to the needs of their lower-level classmates, such as the inclusionof a multimedia board, help with the performance of tasks, etc., in addition tostimulating them to engage in activity and collaboration, practicing self-presentationskills, triggering verbal, motivational, and artistic expression, as wellas activatingand motivating students to undertake joint actions in the classroom. Learners weresupposed to cooperate with each other, aiming to create conditions for full integrationin the peer group. Through acquiring the skills of operating modern equipment,learners were expected to undertake their own activity.
The aim of polysensory classes was to develop small motor functions, visual­motorcoordination, and the recognition and making of models of objects encounteredin the city. The learner was to shape and reproduce the terrain in colors (includinghypsometric colors), and make amodel of aknoll, hill ormountain chain accordingto their own concept. Using properly selected materials (sand, gravel, pebbles, boxes,sticks, bark, shells, cones, beans, moss, hair gel, colored paper, newspapers, sponges,beads), they made and put objects (hills, rivers, water bodies, beaches, buildings,roads, green areas, cars) in the right place on the model. 
[34] Małgorzata Pietrzak, Ewelina Sobocha 
The aim of blended-learning classes was to combine direct observation with practical action, including the development of visual perception and spatial imagi­nation. Learners were to observe the Vistula River valley and the limestone hillsand urban development of Krakow from the observation deck of the Institute ofGeography and Spatial Management at the Jagiellonian University Campus in orderto raise their awareness and enable them to acquire new concepts. Visitors to theCentre for Natural Education were to observe specimens of butterflies and modelsof the moon and the solarsystem, while in the Institute of Geology, they looked atminerals and rocks. The purpose of the classes was to stimulate visual-motionassociations: learners were to make amodel of the terrain in the interactive sandbox, recognize sculpture forms, shape hills, mountains, valleys and flat areas on their own,and name them referring to field observations. During all classes, learners were toenrich their vocabulary. It was important for them to attempt to actively participatein the classes, reinforcing the concentration of attention. 

Own research results 
The collected data were analyzed and are presented in the table below. 
Level of goal achievement: 
Multimedia classes  Sensory classes  Mixed classes  
Targeted goals have been achieved  fully  partly  fully  
Goals have been achieved with respect to learner abilities  tailored  too demanding  tailored  

Achievement of goals, taking into account the individual capabilities of learners,is difficult and requires the knowledge of the level of functioning of agiven learner.In all types of classes the goals were achieved, but in the case of sensory classesthe obstacle was the later hours of their realization (the last two lessons in aday).It was observed that the level of activity of learners with intellectual disabilities isconditioned by the time of day. In mixed classes, the variety of activities and allowingplenty of time to get used to new places and get to know the activity helped to achieveour goals. Objectives tailored to the learner’s abilities stimulated creativity andforced good orientation in the graphic program. However, attention should be paidto the degree of intellectual disability and goals should be modified in the course ofclasses so that each learner could attempt to perform the task on their own. 
Efficiency of learning: Learners 
Multimedia classes  Sensory classes  Mixed classes  
They understand the teacher’s instructions  Yes  Yes  Yes  
They are active in class  Yes  Yes  Yes, but they require constant motivation  

They work and think on their own  learners received orders and instructions  learners received orders and instructions; a fema­le learner demonstrates ingenuity;  the more stimuli, the higher the interest  
They can collaborate with each other  they demonstrate team­work skills; but there is no possibility of simultaneous activity of all learners  individual fascination  
Do they show ingenuity (initiative)  Yes  Yes  Yes  

During all classes the learners understood the instructions given by the teacher.It was helpful to use the elements of alternative communication, take into accountthe learners’ interests in the selection of particular tasks. In turn, the number offunctions used by the graphical program was dependent on the learner’s ingenuity;it varied and was dependent on the degree of intellectual disability.
Each of the proposed activities stimulated the learners to be active, but in thecourse of multimedia activities the limitation is that only one person can work atthe interactive whiteboard, while the other learners quickly lose interest. Sensoryclasses involved all the learners. They were interested, willing to take action. Mixedclasses are equally attractive but require constant motivation, interest and supportfrom an adult and the behaviors exhibited depend on the degree of disability andindividual preference.
Learners received orders and instructions tailored to their capabilities. Inindividual cases, learners showed ingenuity. Mixed classes showed that the more stimuli there are, the more interested the learner is. An example is the sandbox whichraised the highest interest. Action and independent thinking is conditioned by thedegree of intellectual disability.
In the course of classes, learners demonstrate teamwork skills; however, there is no possibility of simultaneous activity of all learners in the case of the interactivewhiteboard, for example. Individual fascination (individual preferences of agivenperson) is also noted. An example is the sandbox, which almost “mesmerized”, andkinetic sand which encouraged the learners to have fun together.
The proposed activities allowed the learners to demonstrate their ingenuity(initiative) according to their own concept; they discovered new, different solutionswithout provided hints. The sandbox and the dynamics of colors on the sand arousedgreat interest, allowing them to independently form the relief of the terrain andrecognize individual forms. One of the learners correctly associated sand coloringwith the relief of the terrain. 
[36] Małgorzata Pietrzak, Ewelina Sobocha Teaching quality: The educational space in the classroom was properly organized 
Multimedia classes  Sensory classes  Mixed classes  
Were the methods and techniques properly selected  Yes  Yes  Yes  
Was the technique of work clearly presented  Yes  Yes  Yes  
Tasks tailored to individual needs and capabilities were assigned  Yes  Yes  Yes  
Were all the learners involved (interested)  Yes (if each learner approached separately)  Yes  Yes  

Interpersonal relationships: 
Multimedia classes  Sensory classes  Mixed classes  
Alternative communication rules were used  Yes, for the needs of using the program  Not required  Not required  
Positive reinforcement was applied  Yes  Yes  Yes  
Did the learners inspire each other  To a large extent  Partly  To a small extent  
Did the learners help each other?  Yes  Yes  Yes  
Did the learners collaborate (work together)  Rather yes, it is affected by the degree of intellectual disability  Rather not because of individualized tasks  Rather yes, it is affected by the degree of intellectual disability  
Does the learner undertake activity with the teacher’s help  Rather yes, it is affected by the degree of intellectual disability  Yes  Yes  

The use of positive reinforcements was an important element of individualclasses. These were usually verbal praise, constant motivation, and in individualcases learners expected interest from the students participating in the project.Thanks to this, learners are more willing to undertake mutual help activities in termsof operating the equipment, the software and the program used; no conflicts.
The learners did not always inspire each other. Each of them wanted to createoriginal work, one of the learners was constantly looking for confirmation of whetherhe was doing the job well from anotherclassmate. Mutual inspiration depends onthe activity or task being undertaken, e.g., the sandbox dynamics is so engaging andmesmerizing that the learner is focused on their own work, activity. 
Shared work was dependent on the learner’s individual abilities and the degreeof intellectual disability. There are learners who need constant help, because it isonly then that they undertake collaboration. 
The impact of a didactic aid on the quality of education: 
Significant  Unimportant  With no impact  
Interactive whiteboard  X not for everyone  x  
Kinetic sand  x  
Salt dough and other products  x  
Interactive sandbox  X not for everyone  x  
Plastic and natural materials  x  

Didactic aids have alarge impact on the quality of education of learners with intellectual disabilities. The interactive whiteboard and sandbox are not good didacticaids for each learner because of the organization of classes. They do well in individualwork with the learner. Undoubtedly, they are attractive tools and work best whenused in mixed classes. It depends on individual preferences and the possibility of simultaneously involving morelearners in the course of classes. Undoubtedly, natural plastic materials, salt dough and other products contribute to, and have asignificant impact on the improvement of the quality of education, since their diversity and number caused great interest and stimulated involvement, willingness to act, and activity among the group. Learners with intellectual disabilities do not work well under the pressure of time during the last class of the day. 

Conclusions on the use of ICT 
1. 
The variety of software and technical solutions stimulates and motivates learn­ers to engage in activities in class, reinforces their focus on the task, makes them involved in an activity, which results in avisible increase in their motiva­tion for learning.

2. 
Simultaneous use of multimedia and practical activity enriches learning through experience, develops and strengthens collaboration skills.

3. 
The interactivity of software develops talents, ingenuity and self-reliance espe­cially in learners with amoderate degree of intellectual disability.

4. 
The interactivity of applications does not provide learners with significant and deep intellectual disability with full autonomy.

5. 
The degree of intellectual disability enforces the involvement of asupport per­son in the task. 

6. 
The use of the multimedia board does not allow the simultaneous involvement of ateam of learners, which results in adecrease in the activity and interest of all its non-users. The exampleof asandbox shows that learners’ simultaneous participation in an interactive venture maintains their interest and activity. 


[38] Małgorzata Pietrzak, Ewelina Sobocha 
7. The range of ICT devices and software on offer dedicated to the intellectually disabled is unable to replace learning and acquiring new skills through practi­cal activities. 

Final remarks 
Limiting the use of teaching resources in class only to multimedia would bepossible if they were specifically dedicated to the intellectually disabled, i.e. if theprograms provided an opportunity to work with a digital device simultaneouslyfor several people and the program were characterized by rich software producingvideo, sound, motion, 3D images and dynamic interactions with the device user. Dueto the lack of such programs, the idea of mixed activities is well proven and works atthe moment. 
It is not about creating avirtual world for people with intellectual disabilities,but about making it possible for them to function freely in adigital society. In orderto improve the quality of functioning in society of people with intellectual disabilities,personal interaction and the opportunity to participate in social life are of particularimportance, as confirmed by integration classes with students at the Centre forNatural Education, the Institute of Geology and the Institute of Geography and SpatialManagement of the Jagiellonian University. The benefits were mutual, with the studentsbecoming aware of the great cognitive abilities and social competences of personswith intellectual disabilities, as well as of the ability to collaborate and communicateactively with them. Learners with intellectual disabilities quickly established positiverelationships with the students and willingly undertook tasks supported by them. 

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[40] Małgorzata Pietrzak, Ewelina Sobocha 
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The use of media for educating the intellectually disabled – for and against 
Abstract 
The aim of the study was to explore the possibilities of using advanced information and communication technologies in the process of educating individuals with moderate to profound levels of intellectual impairment. In the process of education three patterns for organizing classes were applied: with the use of multimedia, multi-sensory perception of the world and blended learning. The study was conducted with the participation of middle school students with moderate and severe intellectual disability from the Special School for Children with Disabilities. Co-participants in the study were students of the methodology course from the Jagiellonian University. We observed intensity of engagement, length of concentration on a task, degree of autonomy, ingenuity and interpersonal relations. We found that the diversity of syllabus and technical solutions stimulates and motivates students to take the initiative to become engaged in activities in class, it reinforces their concentration on atask, and it engages them in an activity, resulting in avisible increase in motivation to learn. The assortment of equipment and software dedicated to the intellectually disabled is not able to replace learning and acquiring new skills through practical activities. 
Key words: intellectual disabilities, education, ICT, multimedia classes, sensory classes, blended-learning 
dr Małgorzata Pietrzak
Jagiellonian University, Institute of Geography and Spatial Managemente-mail: m.pietrzak@geo.uj.edu.pl 
Ewelina Sobocha 
Pedagogical University, Institute of Special Education, Department of Special Education and Psychoeducatione-mail: ewelina.sobocha@up.krakow.pl