School Activities With Educational Robot to Facilitate Student Learning

The teaching of programming and its basic concepts even to young children has a crucial influence on the development of their cognitive functions and blends the lessons in the class with real life. In this chapter, school activities with educational robotics performed at both the special-needs education school and general public school were described. The students with mild intellectual disabilities and physically handicapped at the special needs school could build the robots nicely using small blocks and move them as they wanted through coding. The intellectual disabled students usually do not have enough long-term memory and are weak in abstraction but could develop the ability to actually understand logical thinking through hands-on learning with educational robotics. Through the present activities, the students including the public school could become aware of various goods around them programmed with coding and connect the learning in class to the real world.

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Gifted School Activities With DropTalk, Parent-Teacher Notebook, and SmileNote for Students With Disabilities

Advances in Early Childhood and K-12 Education - Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms ◽

10.4018/978-1-7998-1400-9.ch011 ◽

2020 ◽

pp. 243-264

Author(s):

Takamitsu Aoki ◽

Noriko Nakagawa ◽

Ryoichi Ishitobi ◽

Susumu Nakamura ◽

Shoko Inoue ◽

...

Keyword(s):

Special Needs ◽

Students With Disabilities ◽

Nonverbal Communication ◽

School Activities ◽

Software Applications ◽

Shared Data ◽

Communication Disabilities ◽

Special Needs Education ◽

Individual Support ◽

Home And School

Three programs, DropTalk, Parent-Teacher Notebook, and SmileNote, were developed by teachers at schools for special needs education to help students with various disabilities, in collaboration with businesses supportive of students with disabilities. DropTalk was developed to help students with nonverbal communication by using Pictogram and text overlaid with voice/sound. A digital-based Parent-Teacher Notebook was developed to share the valuable data on each student between their home and school. The shared data are effectively used to build up individual support plans. SmileNote was developed to help students with nonverbal communication disabilities present their wills, hopes, and desires to the classmates and others. In this chapter, the aims and valuable functions in three software applications are described in detail, and self-made contents created with the software and gifted school activities conducted at several schools for special needs education are depicted.

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Gifted School Activities With DropTalk, Parent-Teacher Notebook, and SmileNote for Students With Disabilities

10.4018/978-1-6684-3670-7.ch037 ◽

2022 ◽

pp. 662-682

Author(s):

Takamitsu Aoki ◽

Noriko Nakagawa ◽

Ryoichi Ishitobi ◽

Susumu Nakamura ◽

Shoko Inoue ◽

...

Keyword(s):

Special Needs ◽

Students With Disabilities ◽

Nonverbal Communication ◽

School Activities ◽

Software Applications ◽

Shared Data ◽

Communication Disabilities ◽

Special Needs Education ◽

Individual Support ◽

Home And School

Three programs, DropTalk, Parent-Teacher Notebook, and SmileNote, were developed by teachers at schools for special needs education to help students with various disabilities, in collaboration with businesses supportive of students with disabilities. DropTalk was developed to help students with nonverbal communication by using Pictogram and text overlaid with voice/sound. A digital-based Parent-Teacher Notebook was developed to share the valuable data on each student between their home and school. The shared data are effectively used to build up individual support plans. SmileNote was developed to help students with nonverbal communication disabilities present their wills, hopes, and desires to the classmates and others. In this chapter, the aims and valuable functions in three software applications are described in detail, and self-made contents created with the software and gifted school activities conducted at several schools for special needs education are depicted.

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Special needs education: Towards more inclusive

10.23846/pb2009004 ◽

2012 ◽

Keyword(s):

Special Needs ◽

Special Needs Education

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Challenges to the Concept �Partnership with Parents� in Special Needs Education

i-manager’s Journal on Educational Psychology ◽

10.26634/jpsy.7.4.2651 ◽

2014 ◽

Vol 7 (4) ◽

pp. 1-11

Author(s):

Mohaned Ghazi Abed ◽

Keyword(s):

Special Needs ◽

Special Needs Education

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The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

International Sports Studies ◽

10.30819/iss.42-e.04 ◽

2020 ◽

Vol 42 (3) ◽

pp. 29-42

Author(s):

Erick Burhaein ◽

Beltasar Tarigan ◽

Diajeng Tyas Pinru Phytanza

Keyword(s):

Physical Education ◽

Special Needs ◽

Authentic Assessment ◽

Primary Teacher ◽

Basic Knowledge ◽

Learning And Development ◽

Ongoing Research ◽

Special Needs Education ◽

Scientific Approach ◽

K 13

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

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A Contemporary View on Online and Web Tools for Students with Sensory & Learning Disabilities

International Journal of Online and Biomedical Engineering (iJOE) ◽

10.3991/ijoe.v15i12.10833 ◽

2019 ◽

Vol 15 (12) ◽

pp. 97

Author(s):

Vasiliki Bravou ◽

Athanasios S. Drigas

Keyword(s):

Special Needs ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Disabled People ◽

Students With Special Needs ◽

Daily Lives ◽

Web Tools ◽

Special Needs Education ◽

Sensory Learning ◽

Information And Communication

<p class="0abstract">In the last 30 years, the use of information and communication technologies, the evolution of hardware and software for special needs people, as well as the spreading of the World Wide Web, is assisting people with disabilities in overcoming obstacles, accessing information, learning and participating in activities, which otherwise were not able to carry out. Special needs education is the process adjusting the education of learners with disabilities according to their unique requirements. Evolvement of technology has made computers and mobile devices capable of complementing usual teaching processes for students with special needs. In this report we present a summary of some representative online applications for assisting disabled people in the learning process and their daily lives.</p>

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EDUCATION SELECTIONEuropean Journal of Special Needs Education (1999)

Child Psychology and Psychiatry Review ◽

10.1017/s1360641700262321 ◽

2000 ◽

Vol 5 (3) ◽

pp. 139-141

Author(s):

Sally Beveridge ◽

Sue Pearson

Keyword(s):

Social Interaction ◽

Social Interactions ◽

Special Needs ◽

Social Dimension ◽

Common Theme ◽

Special Educational Needs ◽

Physical Proximity ◽

Special Needs Education ◽

The Social ◽

Positive Social Interaction

The three articles from Volume 14 that are reviewed here are linked by a common theme: the social interactions of children with special educational needs. The countries involved, the target group of pupils and the methodology vary but each one draws attention to the complexities of the social dimension of inclusion and suggest that physical proximity alone does not ensure positive social interaction.

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