scholarly journals Information and communication technologies: where are persons with intellectual disabilities?

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Shirli Werner ◽  
Carmit-Noa Shpigelman
Keyword(s):  
Intellectual Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information And Communication

Catering for Personal Autonomy with E-Mentoring Supported by Recommendations

2011 ◽  
pp. 191-203 ◽  
Author(s):  
Olga Santos ◽  
Carmen Barrera ◽  
Emanuela Mazzone ◽  
Jesus Boticario
Keyword(s):  
Intellectual Disabilities ◽  
Information And Communication Technologies ◽  
Personal Autonomy ◽  
Communication Technologies ◽  
Information And Communication ◽  
Independent Life ◽  
People With Intellectual Disabilities ◽  
Work Integration ◽  
Technology Solution

This chapter presents a technology solution based on a recommender system supporting people with intellectual disabilities in their work integration and independent life, in the scope of the CISVI and AMI4Inclusicion research projects. Information and Communication Technologies are essential for supporting personal autonomy and improving the quality of life of disabled people. The technology can contribute in a twofold way: (1) facilitating the work of the human mentor when training people with intellectual disabilities and (2) automatically offering them advice and recommendations in response to certain cues/actions detected in the environment.

Enhancing Autonomy in Persons with Intellectual Impairments by Means of ICT Tools

2013 ◽  
pp. 763-783
Author(s):  
Yolanda de la Fuente ◽  
Eva Sotomayor ◽  
Dolores Escarabajal ◽  
Samuel Romero ◽  
María del Carmen González
Keyword(s):  
Activities Of Daily Living ◽  
Intellectual Disabilities ◽  
Training Program ◽  
Information And Communication Technologies ◽  
Daily Living ◽  
Communication Technologies ◽  
Computerized Training ◽  
Information And Communication ◽  
Ict Tools ◽  
Online Software

This chapter presents an experience carried out in an occupational center from the south of Spain, in which a formal research was essayed related to the use of Information and Communication Technologies (ICTs) by persons with a variety of intellectual disabilities as a mean for increasing their autonomy in Activities of Daily Living (ADL). An accessible and friendly interface was designed to make the use of the computerized training program as easy and attractive as possible. The use of this program was monitored and the perception of changes in the execution of ADL was rated both by the supervisors at the occupational center and by the families or tutors of the subjects. The authors measured an increase of up to 10% in autonomy in some categories of ADL, proving the free online software they designed for the training program to be effective.

School Bullying and Students with Intellectual Disabilities

2016 ◽  
pp. 33-53
Author(s):  
Michelle F. Wright
Keyword(s):  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
School Bullying ◽  
Future Research ◽  
Antisocial Behaviors ◽  
Information And Communication ◽  
Students With Intellectual Disabilities ◽  
Initial Research

School bullying research began in the 1970s through seminal research conducted on these experiences among Norwegian boys. From this initial research, multiple studies have been conducted over the past forty years, revealing the nature, extent, causes, and consequences of school bullying. More recent investigations have also focused on cyberbullying, bullying using information and communication technologies (e.g., cell phones). Little attention has been given to school bullying involvement among students with disabilities, particularly those with intellectual disabilities. These studies suggest that these students experience internalizing (e.g., depression, anxiety, loneliness) and externalizing (e.g., aggression, antisocial behaviors) difficulties associated with their involvement in school bullying. The aim of this chapter is to review multidisciplinary research concerning school bullying among students with intellectual disabilities and to make recommendations for public policy and prevention programs as well as future research.

School Bullying Among Students With Intellectual Disabilities

2022 ◽  
pp. 1888-1910
Author(s):  
Michelle F. Wright
Keyword(s):  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
School Bullying ◽  
Future Research ◽  
Antisocial Behaviors ◽  
Information And Communication ◽  
Students With Intellectual Disabilities ◽  
Initial Research

School bullying research began in the 1970s through seminal research conducted on these experiences among Norwegian boys. From this initial research, multiple studies have been conducted over the past 40 years, revealing the nature, extent, causes, and consequences of school bullying. More recent investigations have also focused on cyberbullying, bullying using information and communication technologies (e.g., cell phones). Little attention has been given to school bullying involvement among students with disabilities, particularly those with intellectual disabilities. The handful of studies on this topic suggest that these students experience internalizing (e.g., depression, anxiety, loneliness) and externalizing (e.g., aggression, antisocial behaviors) difficulties associated with their involvement in school bullying. The aim of this chapter is to review multidisciplinary research concerning school bullying among students with intellectual disabilities and to make recommendations for public policy and prevention programs as well as future research.

ICT in teaching for children with intellectual disabilities

2021 ◽  
pp. 174462952199537
Author(s):  
Olivera Iskrenovic-Momcilovic ◽  
Ana Momcilovic
Keyword(s):  
Social Behavior ◽  
Intellectual Disabilities ◽  
Information And Communication Technologies ◽  
Primary Schools ◽  
Communication Technologies ◽  
Educational Process ◽  
Information And Communication ◽  
Individualized Teaching ◽  
Teachers Attitudes ◽  
The Impact

The impact of information and communication technologies (ICT) is increasing in teaching, and practice shows that there is a need for individual work in the educational process. This paper gives an analysis of the attitudes of teachers about the use of ICT as a means for individualizing teaching in regular and special primary schools. The results showed that teachers’ attitudes toward ICT as a way of individualization are positive, but they are more pronounced among teachers from special primary schools. Individualized teaching encourages students to progress, but it can negatively affect students’ social behavior. Teachers must have a good knowledge of working with ICT, so seminars on the use of ICT should be organized. ICT affect the education of all students. Teachers from both regular and special primary schools think agree that ICTs are just for fun and that they have no place in the classroom, but at home.

School Bullying Among Students With Intellectual Disabilities

2020 ◽  
pp. 40-62
Author(s):  
Michelle F. Wright
Keyword(s):  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
School Bullying ◽  
Future Research ◽  
Antisocial Behaviors ◽  
Information And Communication ◽  
Students With Intellectual Disabilities ◽  
Initial Research

School bullying research began in the 1970s through seminal research conducted on these experiences among Norwegian boys. From this initial research, multiple studies have been conducted over the past 40 years, revealing the nature, extent, causes, and consequences of school bullying. More recent investigations have also focused on cyberbullying, bullying using information and communication technologies (e.g., cell phones). Little attention has been given to school bullying involvement among students with disabilities, particularly those with intellectual disabilities. The handful of studies on this topic suggest that these students experience internalizing (e.g., depression, anxiety, loneliness) and externalizing (e.g., aggression, antisocial behaviors) difficulties associated with their involvement in school bullying. The aim of this chapter is to review multidisciplinary research concerning school bullying among students with intellectual disabilities and to make recommendations for public policy and prevention programs as well as future research.

School Bullying and Students with Intellectual Disabilities

2020 ◽  
pp. 368-389
Author(s):  
Michelle F. Wright
Keyword(s):  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
School Bullying ◽  
Future Research ◽  
Antisocial Behaviors ◽  
Information And Communication ◽  
Students With Intellectual Disabilities ◽  
Initial Research

School bullying research began in the 1970s through seminal research conducted on these experiences among Norwegian boys. From this initial research, multiple studies have been conducted over the past forty years, revealing the nature, extent, causes, and consequences of school bullying. More recent investigations have also focused on cyberbullying, bullying using information and communication technologies (e.g., cell phones). Little attention has been given to school bullying involvement among students with disabilities, particularly those with intellectual disabilities. These studies suggest that these students experience internalizing (e.g., depression, anxiety, loneliness) and externalizing (e.g., aggression, antisocial behaviors) difficulties associated with their involvement in school bullying. The aim of this chapter is to review multidisciplinary research concerning school bullying among students with intellectual disabilities and to make recommendations for public policy and prevention programs as well as future research.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

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