Supporting Students with Disabilities series: No cost technologies to support teaching and learning in the MSOR disciplines

2008 ◽  
Vol 8 (2) ◽  
pp. 21-28 ◽  
Author(s):  
Simon Ball
Keyword(s):  
Students With Disabilities ◽  
Teaching And Learning

scholarly journals Attitudinal Barriers Encountered by Students with Disabilities in Higher Education Institutions

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Nageswara Rao Ambati
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Andhra Pradesh ◽  
Peer Group ◽  
Higher Education Institutions ◽  
Second Phase ◽  
Snowball Sampling ◽  
Higher Education Curriculum ◽  
Attitudinal Barriers

The present study is an exploratory in nature. The papers aims to understand the attitudinal barriers encountered by students with disabilities in higher education institutions and its impact on their learning experiences. The study was conducted in the erstwhile State of Andhra Pradesh (now bifurcated in to Andhra Pradesh and Telangana), India. For this study, the researcher selected three universities in different parts of Andhra Pradesh by using purposive sampling. In the second phase the researcher interviewed 100 students with disabilities from the selected universities by using snowball sampling. For this study, quantitative and qualitative data analyses were used and in most cases quotes of real text for each theme were maintained and used extensively. The findings of the paper covered characteristics of students with disabilities, attitudinal barriers faced by them. The findings of the study suggests that changes are needed to be made, not only in the physical environment in which teaching and learning takes place, but also in the way in which higher education curriculum is organised, delivered and assessed and changes should also come in attitudes of teachers, university administration, peer group and public at large.

Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

2019 ◽  
Vol 48 (5) ◽  
pp. 273-286 ◽  
Author(s):  
North Cooc
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Behavioral Problems ◽  
Teaching And Learning ◽  
School Factors ◽  
Students With Special Needs ◽  
International Data ◽  
Teaching Time ◽  
General Education Classrooms

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Comparison of Students Using Electronic Learning Website of the University of South Africa

2020 ◽  
Vol 10 (1) ◽  
pp. 24-35
Author(s):  
Motlhabane Jacobus Maboe
Keyword(s):  
Students With Disabilities ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Electronic Learning ◽  
Academic Activities ◽  
E Learning ◽  
Learning Platforms ◽  
Effective Use ◽  
The University

It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to complete certain tasks using the University of South Africa's learning management systems (LMS). The findings of the study indicate that the time taken by students with disabilities to finish tasks is much longer compared to the students without disabilities. The study established that well-developed e-learning platforms guarantee efficient and effective use by both students with and without disabilities. The study suggests that it is significant for all LMS stakeholders to be involved in the development of e-learning websites. This is to ensure that accessibility and usability of these websites are adhered to during the development of e-learning websites.

scholarly journals The usability analysis of using augmented reality for linus students

2019 ◽  
Vol 13 (1) ◽  
pp. 58
Author(s):  
Kamariah Awang ◽  
Syadiah Nor Wan Shamsuddin ◽  
Ismahafezi Ismail ◽  
Norkhairani Abdul Rawi ◽  
Maizan Mat Amin
Keyword(s):  
Augmented Reality ◽  
Students With Disabilities ◽  
Mobile Technology ◽  
Mobile Application ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Education Development ◽  
Usability Test ◽  
The Impact

<p>Mobile technology with Augmented Reality has become popular worldwide with a broad range of users, including students from all levels of education and the impact of mobile technology in classrooms has been extensively studied. This technology can be the source of motivation for LINUS students especially students with disabilities. The word usability also refers to the methods to improve the ease of use during a design process. Among the difficulties in teaching a LINUS student is the lack of visual media for understanding the subject especially in basic mathematics such as evaluating a number and calculating the number. The objective of the study was to evaluate the usability of using Augmented Reality in a mobile application among LINUS students in primary schools. This study used survey data gathered from 32 LINUS students of 3 different primary schools in Marang and Kuala Terengganu Districts. The questionnaire collected data on five construct of usability test to the LINUS students. The students used the mobile application while being guide by their teacher. They navigated all the buttons provided and answered the quiz too. The criteria of usability test consist of five constructs. The students showed a significant interest in learning numbers by actively participating in the LINUS sessions. The usability level was measured based on the five constructs. In summary, the augmented reality mobile application has a great potential to be used in teaching and learning, as in the Malaysia Education Development Plan 2013-2025 especially on the LINUS students.<em></em></p>

scholarly journals Mathematics Instruction for Students With Disabilities: Applied Examples Using Virtual Manipulatives

2021 ◽  
Author(s):  
Mikyung Shin ◽  
Michelle Simmons ◽  
Audrey Meador ◽  
Francis Goode ◽  
Alexa Deal ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Teaching And Learning ◽  
Virtual Manipulatives ◽  
Technology In Education ◽  
Blended Instruction ◽  
21St Century Classroom ◽  
Use Of Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Types Of Instruction

Technology has changed the practices related to teaching and learning mathematics in schools. The demand for learning mathematics in virtual environments is imminent and increasing in the 21st century classroom. There has been widespread expansion of the use of technology in education. The following article reviews three types of instruction—synchronous, asynchronous, and blended instruction—and provides applied examples regarding the use of virtual manipulatives in teaching mathematics to students with disabilities in the virtual environment.

scholarly journals Impact of COVID-19 on the Learning Processes of Typically Developing and Special Needs Students in Pakistan

2021 ◽  
Vol 17 (3) ◽  
pp. 67
Author(s):  
Shazia Nasir ◽  
Mahwish Hameed
Keyword(s):  
Mental Health ◽  
Students With Disabilities ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Vulnerable Groups ◽  
Distance Teaching ◽  
Face To Face ◽  
Online Distance Learning ◽  
Online Distance

Abstract: Due to the quick spread of the COVID-19 disease, education institutions across the world had to be closed, and there was an overnight shift to online distance teaching and learning. Majority of the teachers in Pakistan are used to the traditional way of face-to-face teaching and online teaching came as a challenge. Like most of the countries, Pakistan too was not prepared for the sudden shift from face-to-face to online distance learning. Although COVID-19 impacts almost everyone in society, students with disabilities, both physical and mental, are one of the most vulnerable groups due to the restrictions in their activities. Furthermore, studying online devoid of the human touch has induced mental stress among these students. Hence this study focused on the online teaching and learning processes in Pakistan, its challenges and modern pedagogies for emergency situations particularly mental health for students with and without learning disabilities, teachers. The study includes some suggestions for the target group to cope with the sudden catastrophe of COVID-19.   Keywords: COVID-19, Learning Disability, Mental-health, Modern Pedagogies, Online Learning.

scholarly journals Crafting Coherence from Complex Policy Messages: Educators’ Perceptions of Special Education and Standards-Based Accountability Policies

2013 ◽  
Vol 21 ◽  
pp. 12 ◽  
Author(s):  
Jennifer Lin Russell ◽  
Laura E. Bray
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Special Education Students ◽  
Unintended Consequences ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
General Education Courses

Federal special education and accountability policies requires that educators individualize instruction for students with disabilities, while simultaneously ensuring that the vast majority of these students meet age-based grade-level standards and assessment targets. In this paper, we examine this dynamic interplay between policies through analysis of policy documents and interviews that reveal how a sample of educators grapple with their simultaneous implementation. We found that educators made sense of some facets of the policies as complementary and others as contradictory. NCLB and IDEA offered consistent and specific guidelines defining “highly qualified” teachers and educators reported a clear and accurate understanding of these policy demands. On an issue where there was no specific guidance from NCLB–the placement of special education students–educators interpreted the law as promoting the inclusion of more students in general education courses, often to an extent that contradicted the guidance offered by IDEA. With respect to fundamental issues of teaching and learning, NCLB and IDEA represent contradictory theories of action and educators perceived conflict and expressed concerns about unintended consequences for students. Based on our empirical findings, we conclude with a set of theoretical propositions regarding how the alignment of policy messages influences educators’ interpretation of policies, which in turn may have implications for how they enact policies.  

Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education

2013 ◽  
pp. 539-562
Author(s):  
Therese Cumming ◽  
Cathi Draper Rodríguez ◽  
Iva Strnadová
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
New Technologies ◽  
Evidence Base ◽  
Mobile Technologies ◽  
Learning Tools ◽  
Evidence Based Practices ◽  
Teaching Learning ◽  
Ipad Applications

Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for individualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.

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