Recently, there has been an increased interest in researching Slovenian textbooks in the field of education. There are still many unexplored subject areas, as not much research has been done in this field in Slovenia. With the modern technological achievements, technology has also entered the schools. The use of technology in the learning process leaves positive and lasting traces in terms of students' knowledge, motivation and cooperation. Technology and textbooks can be connected, for example, a textbook can be updated with augmented reality, leading to a deeper understanding of the subject, enrichment of the content taught in textbooks, and an upgrade of our usual teaching methods.
The main focus of my reaserch was to show, through a practical example, how teachers can update a science textbook with augmented reality to adapt it for students with specific learning difficulties and students with mild intellectual difficulties. With this research, we aimed to investigate the usefulness of augmented reality in optimizing textbooks for students with specific learning difficulties and mild intellectual difficulties, to evaluate the usefulness of the created teaching materials, and also to obtain the opinion of teachers, special and rehabilitation educators, about adding augmented reality in the classroom with the above group of students. The research included both descriptive and casual non-experimental methods. We conducted both qualitative and quantitative research. In addition, the information was collected using a survey and the samples were non-random and purposive. The sample includes 56 biology or science teachers, 43 special and rehabilitation educators who provided additional professional help, 17 special and rehabilitation educators teaching in adapted programs with lower educational standards, and 3 school proffesionals who provided additional professional help (biology and science teachers) from across Slovenia. The results show that most of the respondents consider the use of augmented reality in the education of children with specific learning difficulties and mild intellectual difficulties useful, as it makes it easier for teachers to adapt the teaching content and consequently work with these students. The results also show that teachers and special and rehabilitation educators are not entirely sure about using augmented reality in their classrooms in the future. The results show that the willingness to use this technology in their work depends mainly on their years in the profession and less on the educational program in which they work. Encouragingly, respondents were more positive than negative about using augmented reality to adapt science textbooks.
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