Augmented reality in educational activities for children with disabilities

Displays ◽  
2016 ◽  
Vol 42 ◽  
pp. 51-54 ◽  
Author(s):  
Chien-Yu Lin ◽  
Hua-Chen Chai ◽  
Jui-ying Wang ◽  
Chien-Jung Chen ◽  
Yu-Hung Liu ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Children With Disabilities ◽  
Educational Activities

scholarly journals On the new sanitary rules for schools, teaching children with disabilities

2019 ◽  
Vol 19 (1) ◽  
pp. 35-38
Author(s):  
M. I. Stepanova ◽  
B. Z. Voronova ◽  
T. V. Shumkova
Keyword(s):  
Learning Environment ◽  
Children With Disabilities ◽  
State Of Health ◽  
Educational Activities ◽  
Safe Learning Environment ◽  
School Week ◽  
Health Legislation

In the article there is presented an overview of health legislation regulating the work of schools for education of children with disabilities. There are considered modern sanitary and epidemiological requirements, which define a safe learning environment for children. The organization of the educational activities is shown to be obliged to take into account features of psychophysical development, individual possibilities and a state of health of pupils with disabilities. Training classes are available only in the first shift on a 5-days school week, starting not earlier than 8 hours. There are given recommendations on the organization of a day regimen of children with limited abilities of health in day and day and night their stay in school.

Augmented Reality as a New Media for Supporting Mobile-Learning

2016 ◽  
pp. 655-672
Author(s):  
Mauro Figueiredo ◽  
José Gomes ◽  
Cristina Maria Cardoso Gomes ◽  
Rui Gaspar ◽  
João Madeira Lopes
Keyword(s):  
Augmented Reality ◽  
New Media ◽  
Mobile Device ◽  
Mobile Technologies ◽  
Supplementary Information ◽  
Educational Activities ◽  
Teaching Activities ◽  
Teachers And Students ◽  
Programming Skills ◽  
User Friendly

Combining mobile technologies with Augmented Reality (AR) has recently enabled the ubiquity of AR technologies in our everyday life. We believe that the use of augmented reality will change significantly the teaching activities by enabling the addition of supplementary information that is seen on a mobile device. This chapter presents the most popular augmented reality applications and we select AR eco-systems to be used in daily teaching activities which are user friendly, do not require programming skills and are free. Different augmented reality technologies are explored in this chapter. It is presented the creation of two novel augmented reality books. One developed with teachers and students. Another book that was developed for increasing the interest of reading for children that is being used by storytellers. Several examples are also presented that are used in educational activities, from kindergarten, elementary, secondary schools and university, to improve reading, comprehension, learning of music and better understand the drawing of orthographic views.

Organizational and Pedagogical Conditions for Improving the Professional Competence of a Teacher Working with Children with Disabilities

2020 ◽  
Vol 8 (3) ◽  
pp. 56-60
Author(s):  
M. Panasenkova
Keyword(s):  
Children With Disabilities ◽  
Professional Competence ◽  
Educational Activities

This article discusses the problem of improving the professional competence of a teacher who performs educational activities with children with disabilities. The article considers and analyzes the specifics of professional competence of a teacher to work with children with disabilities. The article reveals organizational and pedagogical conditions aimed at improving the professional competence of a teacher.

First steps to literacy: from drawing to writing

2019 ◽  
Author(s):  
Елена Кинаш ◽  
Elena Kinash
Keyword(s):  
Motor Skills ◽  
Children With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Educational Activities ◽  
Elementary Graph

Materials of the manual are relevant and timely methodical literature. The relevance is due to the importance of preparing children with disabilities to master the basic educational activities. This manual can serve as one of the preparatory stages of the formation of children with ovz elementary graph-motor skills for successful mastery of the initial skills of writing. The advantage of this work is its appeal to the needs of practice, detailed elaboration of the specifics of the development of children's graphic skills, as well as the availability of the proposed tasks for children with special educational needs.

scholarly journals A Dynamic Blocks Platform Based on Projective Augmented Reality and Tangible Interfaces for Educational Activities

2014 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Rafael Alves Roberto ◽  
Daniel Freitas ◽  
Francisco Simões ◽  
Veronica Teichrieb
Keyword(s):  
Augmented Reality ◽  
User Experience ◽  
User Interfaces ◽  
Time Frame ◽  
Frame Rate ◽  
Tangible User Interfaces ◽  
Tangible Interfaces ◽  
Calibration Technique ◽  
Educational Activities ◽  
Projector Calibration

This paper describes a dynamic blocks platform, called ARBlocks, which is based on projective augmented reality and tangible user interfaces aiming early childhood educational activities development. This tool was conceived specifically for children, applying design techniques to determinate the best shape, material and typography for young students. The content is displayed by projectors, which exhibit the required information only on the blocks surface using an automatic projector calibration technique. The blocks are tracked through a frame marker using the moving edges approach with multiple hypotheses to improve robustness. ARBlocks was evaluated from three different perspectives: computational, educational and user experience. Technical results show that the platform achieves a real time frame rate and an accurate projector calibration, as well as precisely displays information over the blocks. Additionally, in the educational evaluation the teachers interviewed asserted that the ARBlocks has a great potential and can be a very useful tool to be used in classrooms. Regarding the user experience, both teachers and children were excited in using this system continuously.

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