Enabling Spatial Visualization in Students with Learning Disabilities Using Cad Tools

Learning disability, a disorder that affects the way a person thinks and interprets information, makes up approximately 10.1% of the student population. Amongst the various categories, spatial visualization the ability to mentally picture and manipulate objects in space is commonly affected. This study investigates the impact of using 3D modeling as a pedagogy in teaching on the spatial visualization abilities of students with learning disabilities. The study includes an impact analysis on spatial thinking to demonstrate the effectiveness of this pedagogy. The research was conducted using an experimental design involving two cohorts of 23 and 25, aged between 12 and 15 years of age with learning disabilities. Data collection employed a mixed research approach incorporating both quantitative and qualitative evaluations. Quantitative data was gathered through performance reviews and formal tests designed whereas qualitative evaluation was assessed based on discussions with their teachers. Statistical analysis of the results of the study revealed an improvement in post-test success rates for spatial visualization in tests conducted at regular intervals. These findings indicate that the use of 3D modeling technology has a positive impact on enhancing the spatial thinking abilities of students with learning disabilities and provides a platform for enhancing their overall academic performance.