INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE EDUCATIONAL SPACE OF STUDENTS WITH INTELLECTUAL DISABILITIES: PROBLEM FIELD AND STRATEGIC BENCHMARKS

2019 ◽  
pp. 17-26
Author(s):  
Galina Georgievna Zak ◽  
Vera Alekseevna Lisitsyna
Keyword(s):  
Intellectual Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Information And Communication ◽  
Students With Intellectual Disabilities

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.

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.

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.

scholarly journals Collaborative Video-Based Learning Using Tablet Computers to Teach Job Skills to Students with Intellectual Disabilities

2021 ◽  
Vol 11 (8) ◽  
pp. 437
Author(s):  
David Roldán-Álvarez ◽  
Estefanía Martín ◽  
Pablo A. Haya
Keyword(s):  
Intellectual Disabilities ◽  
Information And Communication Technologies ◽  
Learning Experience ◽  
Collaborative Work ◽  
Job Skills ◽  
Handheld Devices ◽  
Modelling Methodology ◽  
Information And Communication ◽  
Learning Platforms ◽  
Students With Intellectual Disabilities

Information and Communication Technologies (ICT) provide different opportunities to students with intellectual disabilities and to professionals who work with them. However, few studies address the use of collaborative learning platforms and handheld devices to enhance the integration of people with intellectual disabilities in the labour market. We present a learning experience where active methodologies, such as collaborative work, are combined with the use of iPads and a learning management system following a video self-modelling methodology. The goal of this study was to determine whether the combination of traditional methodologies and new could be appropriate for students with intellectual disabilities and how they behave when having to rate their partner’s work. The results show that the combination of active learning methodologies, video self-modelling and the use of learning platforms and tablets is promising for teaching job related skills to students with intellectual disabilities, as participants experienced increased motivation to complete the tasks, improving their skills in the process.

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.

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.

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