The Use of Information and Communication Technologies for Inclusive Education in Greece

2016 ◽  
pp. 243-255
Author(s):  
Maria Gelastopoulou ◽  
Vassilis Kourbetis
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Communication Technologies ◽  
Information And Communication

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

Cognitive Load and Disorientation Issues in Hypermedia as Assistive Technology

2010 ◽  
pp. 109-120
Author(s):  
Muhammet Demirbilek
Keyword(s):  
Assistive Technology ◽  
Cognitive Load ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Communication Technologies ◽  
Students With Special Needs ◽  
Hypermedia Learning ◽  
Information And Communication ◽  
Hypermedia Learning Environments

Advances in information and communication technologies have raised the quality of inclusive education programs. Inclusive education, a recent advance in educational technology, has served to increase the ability of students with special needs. Hypermedia as an assistive technology has the potential to teach and train individuals with disabilities. However, like every technology, hypermedia itself is not problem-free. Disorientation and cognitive load are two of the most challenging problems related to hypermedia learning environments. The purpose of this chapter is to highlight disorientation and cognitive load problems in hypermedia learning environments where learners usually face a serious problem while navigating such environments.

ICT Integration in Education

2016 ◽  
pp. 25-47
Author(s):  
Madhuri V. Tikam
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Scholarly Communication ◽  
Communication Technologies ◽  
Assessment And Evaluation ◽  
Information And Communication ◽  
Technical Factors ◽  
Teaching Learning ◽  
Content Design ◽  
Education Field

Information and Communication Technologies (ICT) are extremely influencing every discipline under the sun including Education. It is affecting every aspect of education from teaching-learning to assessment and evaluation. It improves the effectiveness of education. It aids literacy movements. It enhances scope of education by facilitating mobile learning and inclusive education. It facilitates research and scholarly communication. Impact of ICT and its potential for the education field is manifold. It positively affects all the stakeholders of the education field. The current chapter discusses the same along with the various challenges posed by ICT. The challenges include economical issues, educational and technical factors. Appropriate content, Design and workability of ICT also play a crucial role in adoption of ICT in the education field. The chapter delineates in brief the challenges and probable solutions.

scholarly journals INFORMATION TECHNOLOGY OPPORTUNITIES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS PREPARATORY TO SCHOOL

2017 ◽  
Vol 3 ◽  
pp. 81
Author(s):  
Ilga Prudņikova ◽  
Jekaterina Jankovska
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Professional Competence ◽  
Communication Technologies ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Modern Learning ◽  
Information And Communication

Modern educational process is a qualitative condition in preparation of children with special educational needs for school. Information and communication technologies incorporation in the educational process is a requirement of modern learning environment. Preparation of children with special needs for school, inclusive education and individual approach is possible with innovative methods in the educational process in preschool. On one hand, information and communication technologies are learning environment improvement factors, as well as a challenging factor for teachers affecting teachers’ professional competence development.

scholarly journals Teachers’ readiness to use ICT in the conditions of inclusive education

2021 ◽  
Vol 258 ◽  
pp. 07021
Author(s):  
Aliya Oralbekova ◽  
Saule Begalieva ◽  
Akmaral Ortaeva ◽  
Akmaral Magauova ◽  
Madina Suleimen
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
School Children ◽  
Professional Competence ◽  
Communication Technologies ◽  
Educational Process ◽  
Information And Communication ◽  
Survey Results ◽  
The Republic ◽  
Model Formation

This article focuses on the formation of future pre-school teachers’ readiness to use the information and communication technologies (ICT) in the conditions of inclusive education and their training at universities. Authors justify the necessary of formation students’ capability in modern ICT area. In the article, using of the ICT in the conditions of inclusive education for the eldest pre-school children is identified based on the theoretical analysis of scientific literature. The article shows survey results about identifying the main reasons of the obstacles of implemention ICTs in the educational process of pre-school organizations in the Republic of Kazakhstan. The structural and content model “Formation students’ professional competence of ICT using in inclusive environment” was presented. This article was written under project number АР0805340 “The development of a computer-educational program “Аlemdy Tanu” for the adaptation of pre-school children to school in the conditions of inclusive education” supported by National Scientific Council.

SPECIFIC ASPECTS OF INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATION BY TEACHERS WITHIN THE INCLUSIVE EDUCATION

2017 ◽  
Vol 73 (10) ◽  
Author(s):  
Larisa Evgenievna Babushkina ◽  
Svetlana Vladimirovna Arkhipova ◽  
Olga Valeryevna Bobkova ◽  
Antonina Nikolaevna Gamajunova ◽  
Evgeniya Vyacheslavovna Zolotkova ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Communication Technologies ◽  
Information And Communication

Impact of ICT on Education

2013 ◽  
Vol 5 (4) ◽  
pp. 1-9 ◽  
Author(s):  
Madhuri V. Tikam
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Scholarly Communication ◽  
Communication Technologies ◽  
Assessment And Evaluation ◽  
Information And Communication ◽  
Technical Factors ◽  
Teaching Learning ◽  
Content Design ◽  
Education Field

Information and communication technologies (ICT) are extremely influencing every discipline under the sun including Education. It is affecting every aspect of education from teaching-learning to assessment and evaluation. It improves the effectiveness of education. It aids literacy movements. It enhances scope of education by facilitating mobile learning and inclusive education. It facilitates research and scholarly communication. Impact of ICT and its potential for the education field is manifold. It positively affects all the stakeholders of the education field. The current papers discuss the same along with the various challenges posed by ICT. The challenges include economical issues, educational and technical factors. Appropriate content, Design and workability of ICT also play a crucial role in adoption of ICT in the education field. The paper delineates in brief the challenges and probable solutions.

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE INCLUSIVE ENVIRONMENT OF THE EDUCATIONAL INSTITUTION

2021 ◽  
pp. 172-181
Author(s):  
Tetiana Motuz ◽  
Liubov Pasichnyk ◽  
Yana Baranets Yana
Keyword(s):  
Information System ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Personal Development ◽  
Educational Institution ◽  
Communication Technologies ◽  
Assistive Technologies ◽  
Educational Process ◽  
Special Educational Needs ◽  
Information And Communication

The article raises the issue of application of information and communication technologies in the inclusive environment of the educational institution. It is proved that such an environment is formed as a result of an individual adaptation of educational programs, as well as with the use in the educational process of information and communication technologies that allow the perception and transmission of educational information in an accessible form for all students. The purpose of the article is to substantiate the relevance and features of the use of information and communication technologies in an inclusive educational environment of the educational institution. In the process of scientific research we used the following research methods: analysis, synthesis, generalization, systematization. Results of the research. The key ways in which information and communication technologies can support educational opportunities for people with disabilities are as follows: determining the previous level of personal development (skills and abilities); providing assistance in personal development, forming new skills or updating existing ones; improving access to information; overcoming geographical or social isolation through digital communications; increase motivation and awareness of the benefits of information and communication technologies. It is determined that the main types of information and communication technology used to teach children with special educational needs are: standard technologies (for example, computers with built-in settings for people with special educational needs); available data formats, also known as alternative formats (for example, available HTML, say books DAISY system (Digital Accessibility Information System ‒ electronic accessible information system), as well as “low-tech” formats such as Braille; assistive technologies: hearing aids, screen readers, keyboards, etc. Assistive technologies are devices, products, equipment, software, or services designed to enhance, support, or improve the functionality of people with disabilities. Taking into account the didactic capabilities of information and communication technologies, as well as the needs and demands of inclusive education, three key functions that perform information and communication technologies in inclusive education are formulated: compensatory, didactic, communication. Necessary conditions for the introduction of information and communication technologies in the educational process are the availability of material and system-technical support, as well as the availability of appropriate professional competencies of teachers. Keywords: information and communication technologies, inclusive education, inclusive environment, audio lecture, audio simulator, compensatory function, standard technologies, auxiliary technologies.

scholarly journals Use of Information and Communication Technologies in the Inclusive Process of Educational Institutions

2020 ◽  
Vol 7 (1) ◽  
pp. 15-23
Author(s):  
Olena Budnyk ◽  
Mykhaylo Kotyk
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Communication Technologies ◽  
Assistive Technologies ◽  
Educational Process ◽  
Educational Institutions ◽  
Inclusive Process ◽  
Advantages And Disadvantages ◽  
Information And Communication

The article substantiates the relevance of the problem of using information and communication technologies (ICT) to partially solve the problem of accessibility to education for certain categories of people with disabilities and improving the quality of educational services. Theneed for introducing open access repositories with educational and scientific content is emphasized, which will allow alternative ways of gaining knowledge despite time or space constraints. The advantages and disadvantages of using ICT in the inclusive process are outlined, and their main types are proposed which can be used to support inclusive education. The features of creating an effective computer-integrated learning environment in the inclusive process are identified, forms and methods of working with children with special needs using ICT are presented. The authors display the results of a survey of teachers regarding their attitude to this problem and their professional skills in using ICT in the educational process of a general secondary educational institution. The article focuses on the necessity to study and promote assistive technologies in inclusive learning, which are developed today in the world to enable people with disabilities to get education and their social integration. These technologies give people the opportunity to learn effectively, receive new information, communicate through devices to control computer equipment, including remotely; reading electrical signals, etc. The difficulties of implementing ICT in inclusive education of Ukraine are substantiated, among them: high cost of ICT, especially assistive technologies; lack of computer software at educational institutions, lack of powerful internet, especially in rural areas; low level of digital literacy of teachers, especially regarding the use of special training tools; often their conservative attitude to innovations, online communication with students with special educational needs; the lack of support for such students as for the use of specialized ICTs and others.

ICTs in Inclusive Education for Sensory and Physical Disabilities

2021 ◽  
pp. 1-6
Author(s):  
Anagnostopoulou Panagiota ◽  
Anagnostopoulou Panagiota ◽  
Polyxeni Ntaountaki ◽  
Athanasios Drigas
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Physical Disabilities ◽  
Communication Technologies ◽  
Educational Systems ◽  
Hearing Impairments ◽  
Students With Special Needs ◽  
Digital Revolution ◽  
Supportive Environment ◽  
Information And Communication

The current paper examines the role of Information and Communication Technologies (ICTs) in the inclusion of students with sensory and physical disabilities. Our main goal is to present the importance of ICTs and highlight their contribution to the smooth and equal inclusion of these children in the educational system and society. Thus, the research team of this paper presents specific examples of ICTs that aid children with visual and hearing impairments and physical disabilities. We followed the method of bibliographic review of articles, focusing on articles from the last five years. However, we considered it necessary to include also some older articles for a more complete and accurate review of the topic. According to the results of the research, ICTs provide an attractive and supportive environment for the students with special needs as well as equal opportunities regarding their inclusion. Since we live in the world of information and the digital revolution, we have to adapt to modern reality and prioritize the use of ICTs in education. Lastly, ICTs help the students with sensory and physical disabilities to overcome the barriers that exist in traditional educational systems which would lead to the reduction of social exclusion.

Sign in / Sign up

Export Citation Format

Share Document