scholarly journals ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ ДЛЯ ЗАБЕЗПЕЧЕННЯ ДОСТУПНОСТІ І РОЗВИТКУ ІНКЛЮЗИВНОЇ ОСВІТИ

2018 ◽  
Vol 67 (5) ◽  
pp. 31
Author(s):  
Tetiana V. Bondarenko
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Instant Messaging ◽  
Communication Technologies ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Development Education ◽  
Information And Communication ◽  
Remedial Work ◽  
Prediction Functions

Information and communication technologies as support for the inclusive education are one of the effective tools for the development, education and training of students with special educational needs. The article deals with assistive hardware and software tools that compensate some of the natural functions of the child’s body. The possibilities of modern Microsoft, Google, Facebook and Youtube platforms have been described that make it possible to improve the fulfilment of educational tasks via the settings of keyboard shortcuts, virtual keyboard, word prediction functions, sound signals or screen indicators. The article also highlights the potential of messengers, social networks and e-mails as the most modern and adapted communicators for addressing teaching and educational needs of schoolchildren. The Viber and Facebook instant messaging programs have also been described and were found to be the most widespread means of communication in Ukraine having functions of voice and video calls with the interface adapted to maximize screen readability, allowing to create constructive dialogue between teachers, parents or schoolchildren with special educational needs. The use of ICT in inclusive education for didactic purposes have been presented practically by the LearningApps.org service. Examples of setting objectives for children with mild and moderate mental retardation have been presented, in particular: for pupils who suffer from autistic disorders, for schoolchildren who have problems with auditory or visual perception of information. Providing education through the suggested resource allows to carry out remedial work with children with special educational needs that intensifies their perception and attention, improves their memory and stimulates their motivation for educational activities. Introduction of information and communication technologies encompassing their three aspects - compensatory, communication and didactic purposes - makes it possible to adjust educational programmes and contribute effectively to the development of pupils according to their individuality.

scholarly journals USING INFORMATION AND COMMUNICATION TECHNOLOGIES FOR PROVIDING ACCESSIBILITY AND DEVELOPMENT OF INCLUSIVE EDUCATION

2020 ◽  
pp. 56-63
Author(s):  
А. А. Бисултанова ◽  
А. Б. Темирова
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Instant Messaging ◽  
Communication Technologies ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Development Education ◽  
Information And Communication ◽  
Remedial Work ◽  
Prediction Functions

Информационно-коммуникационные технологии в поддержке инклюзивного образования - это один из эффективных инструментов развития, воспитания и обучения учащихся с особыми образовательными потребностями. В статье рассмотрены вспомогательные аппаратно-программные средства, использование которых компенсирует некоторые естественные функции организма ребенка. Описаны возможности современных платформ Microsoft, Google, Facebook и Youtube, которые позволяют улучшить выполнение образовательных задач через настройки клавиш быстрого доступа, виртуальной клавиатуры, функций прогнозирования слов, звуковых сигналов или экранных индикаторов. Также освещены потенциал мессенджеров, социальных сетей и электронной почты как наиболее современных и адаптированных коммуникаторов для обеспечения учебно-воспитательных потребностей школьников. Описаны программы мгновенного обмена сообщениями Viber и Facebook и обнаружено, что это наиболее распространенные средства коммуникации в нашей стране, которые в своем арсенале имеют функцию голосового и видео вызова, а их интерфейс адаптирован к максимальному считыванию экрана, что позволяет создать конструктивный диалог между учителями, родителями или учениками с особыми образовательными потребностями. Использование ИКТ в инклюзивном образовании в дидактических целях представлены в практике работы сервиса LearningApps. org. Приведены примеры разработок задач для детей с легкой и умеренной умственной отсталостью, для учеников, имеющих аутичные расстройства, проблемы со слуховым или зрительным восприятием информации. Организация образовательного процесса с помощью предложенного ресурса позволяет осуществлять коррекционную работу, во время которой активизируется восприятие, внимание, улучшается запоминание, усиливается мотивация к учебной деятельности у детей с особыми образовательными потребностями. Внедрение информационно-коммуникационных технологий в единстве трех ее аспектов: в компенсационных, коммуникационных и дидактических целях позволяет корректировать образовательную программу и эффективно способствовать развитию школьников с учетом их индивидуальности. Information and communication technologies as support for the inclusive education are one of the effective tools for the development, education and training of students with special educational needs. The article deals with assistive hardware and software tools that compensate some of the natural functions of the child’s body. The possibilities of modern Microsoft, Google, Facebook and Youtube platforms have been described that make it possible to improve the fulfilment of educational tasks via the settings of keyboard shortcuts, virtual keyboard, word prediction functions, sound signals or screen indicators. The article also highlights the potential of messengers, social networks and e-mails as the most modern and adapted communicators for addressing teaching and educational needs of schoolchildren. The Viber and Facebook instant messaging programs have also been described and were found to be the most widespread means of communication in Russia having functions of voice and video calls with the interface adapted to maximize screen readability, allowing to create constructive dialogue between teachers, parents or schoolchildren with special educational needs. The use of ICT in inclusive education for didactic purposes have been presented practically by the LearningApps. org service. Examples of setting objectives for children with mild and moderate mental retardation have been presented, in particular: for pupils who suffer from autistic disorders, for schoolchildren who have problems with auditory or visual perception of information. Providing education through the suggested resource allows to carry out remedial work with children with special educational needs that intensifies their perception and attention, improves their memory and stimulates their motivation for educational activities. Introduction of information and communication technologies encompassing their three aspects - compensatory, communication and didactic purposes - makes it possible to adjust educational programmes and contribute effectively to the development of pupils according to their individuality

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 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 conditions of inclusive educational environment

2021 ◽  
Vol 9 (1) ◽  
pp. 66-77
Author(s):  
Liliia Mykolaivna Potapiuk ◽  
◽  
Oksana Vitaliivna Dymarchuk ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
National Standards ◽  
Educational Resources ◽  
Special Educational Needs ◽  
Information And Communication ◽  
E Learning

The development of the information society involves the use of new pedagogical technologies and appropriate teaching methods. In this regard, information and communication technologies (ICT) have become the most suitable tool that can help people with different learning requirements to exercise their right to education, employment, social life and leisure, as well as access to information. The use of new technologies in education should enhance independence, integration, and equal opportunities for all. Thus, the problem of effective use of digital technologies in the process of organizing the educational process of people with special educational needs is relevant. The aim of the work was to analyze the features of the use of electronic educational resources in an inclusive educational environment. To do this, we used the method of analysis of special pedagogical literature and national standards. The article highlights the need to use electronic educational resources adapted for people with special educational needs in higher education institutions. Based on the analysis of scientific works and national standards of Ukraine, the use of conceptual and terminological apparatus is specified, as well as the main qualities and provisions for the development of EER for people with special needs are identified. Attention is also drawn to the fact that electronic educational resources require compliance with additional requirements. Accordingly, there is a problem of developing quality EER that could meet the individual needs of all individuals. The authors also draw attention to the difficulties and their causes that arise during the organization of e-learning for participants in the educational process (teachers, students, parents). It is substantiated that distance learning technologies provide equal rights for education and future profession to persons with special educational needs, which is especially relevant during a pandemic. It is determined that the main effectiveness of the use of distance technologies for training people with SEN depends on the methods and models of distance learning, and analyzed its main stages. Significant success of distance education in an inclusive educational environment depends on the means and interaction of participants in the educational process. The practical experience of using the Moodle distance platform in the process of organizing e-learning for people with special educational needs is summarized.

scholarly journals ICT in special education

2021 ◽  
Vol 23 ◽  
pp. 187-198
Author(s):  
Irene Chaidi ◽  
Athanasios Drigas ◽  
Charalampos Karagiannidis
Keyword(s):  
Special Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Needs ◽  
Learning Opportunities ◽  
Special Educational Needs ◽  
Barriers To Access ◽  
Information And Communication ◽  
Physical Barriers ◽  
Access To Knowledge

In recent years, worldwide and in our country, the view has been established that all students, regardless of any element of differentiation, special need or characteristic related to national, cultural or social identity, should have equal learning opportunities in one school for all. The use of Information and Communication Technologies (ICT) contributes significantly to the learning process. Especially for students with special educational needs, ICT provides rich educational experiences. The following work refers to ICT in the field of application of Special Education, in assistive technology, educational sortware, which provides opportunities to approach knowledge, socialization of individuals and removal of physical barriers to access to knowledge of students with special educational needs .

scholarly journals Natural Sciences Teaching By using of ICTs to Individuals with Special Educational Needs

2020 ◽  
Vol 5 (4) ◽  
pp. 1-9
Author(s):  
Maria-Theofania L. Kontopoulou ◽  
Athanasios S. Drigas
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Needs ◽  
Natural Sciences ◽  
Human Beings ◽  
Special Educational Needs ◽  
Social Lives ◽  
Self Sufficiency ◽  
Information And Communication ◽  
The Right

Individuals with special educational needs have the right to enjoy the same quality of services in all areas of their lives and to have equal access to information and knowledge as their fellow human beings without difficulties. Information and communication technologies (ICTs) as a tool on these individuals’ education can contribute in the best possible way to the development of their skills, to building the knowledge required and ensuring equal opportunities in their social lives with the effect of their self- esteem and self-sufficiency reinforcement and consequently their integration into society so that they can live in harmony and equality with all its members. This research is a bibliographic review focusing on the usefulness of Information and Communication Technologies in teaching of the Natural Sciences. The choice of topic was based on the attempt to inform for teaching of Natural Sciences through ICTs as an alternative way of learning for people with special educational needs. The results demonstrated that ICTs are valuable cognitive tool for children with special educational needs on natural sciences learning and also these are useful tool for teachers to be able to teach these sciences. The conclusion is that ICTs should be integrated in teaching of the natural sciences

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.

Analysing a Rural Community's Reception of ICT in Ghana

2008 ◽  
pp. 1029-1035
Author(s):  
John Pryor
Keyword(s):  
Digital Media ◽  
Information And Communication Technologies ◽  
Rural Community ◽  
Web Site ◽  
Communication Technologies ◽  
Cultural Exchange ◽  
Participatory Methods ◽  
Development Education ◽  
Information And Communication ◽  
The Impact

The Fiankoma Project was a development awareness (DA) initiative run by the Video Educational Trust aiming to link the small rural community of Fiankoma (Ghana) with people and institutions in Brighton UK through Information and Communication Technologies (ICT). People in both settings produced accounts of their lives using digital media that were turned into a Web site for cultural exchange and development education. A parallel research project Understandings of education in an African village: The impact of information and communication technologies1 studied the effects of the intervention on the Ghanaian community, seeking to gain the perspective of rural Africans on ICT and development and particularly education. Ethnographic and participatory methods enabled the research to achieve an unusual perspective on these issues (Thomas & Ahmed, 2004; Chambers, 2003).

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