The purpose of this study was to compare the performance of mouse pointing and selecting in the tasks with different index of difficulty between 20 pupils with intellectual disabilities and 21 pupils without disabilities. A mouse proficiency assessment software was utilized to collect data. Pupils with intellectual disabilities executed tasks more correctly in bigger target even in tasks with the same index of difficulty. The group with intellectual disabilities performed worse in cursor control even when only those correctly completed tasks were used for comparison. However, a similar pattern was observed in the performance of the group without disabilities.
Computers play an important role in learning for students with intellectual disabilities. Past studies have demonstrated the effectiveness of computerized instruction for such students in aspects concerning functional academics leaning, social skills, and vocational skills (Abbott and Cribb, 2001, Holzberg, 1995, Li et al., 2003, Ritchie and Blanck, 2003 and Wehmeyer et al., 2004). With the development of inclusive education, more and more intellectually challenged students learn with their non-disabled peers in the regular education environment. They are required to use information computer technology in their learning activities, including doing exercises on the e-learning environments and searching information on the Internet. The educational software or e-learning environments are developed in graphical user interface (GUI) currently. However, previous studies have revealed that difficulties arise when intellectually challenged students interact with GUI, particularly for those with more severe limitations (Davies and Stock, 2001, Pushchak and Sasi, 2004, Wehmeyer, 1999 and Wong et al., 2009). Li-Tsang, Yeung, and Hui-Chan (2005) found that approximately one third of the 353 adults with intellectual disabilities they tested could use a mouse (double clicking: 31.7%; dragging: 38.8%) through requiring the participants to use the mouse to execute the double clicking and dragging tasks. But almost 90% of those with severe intellectual disabilities could not operate mouse. Meanwhile, researchers found that persons with ID (intellectual disability) could learn how to operate mouse after provided with the training intervention (Li-Tsang et al., 2004 and Li-Tsang et al., 2007), even in young age (Shimizu & McDonough, 2006).
