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 “Reprodução Proibida”: Financiamento público e direitos de cópia privados | Reproduction forbidden: public financing and private copyrights

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Jorge A. S. Machado ◽  
Gisele da Silva Craveiro
Keyword(s):  
Information And Communication Technologies ◽  
Public Funding ◽  
Communication Technologies ◽  
Access To Information ◽  
The Public ◽  
Public Investments ◽  
Barriers To Access ◽  
New Information ◽  
Information And Communication ◽  
Access To Knowledge

Resumo Esse texto apresenta um sumário das pesquisas realizadas pelo Grupo de Políticas Públicas para Acesso à Informação GPOPAI) desde 2006 sobre o financiamento público de conteúdos científicos. Os resultados apontam que, apesar do intenso investimento público no Brasil, o setor privado vem se apropriando e impondo barreiras ao acesso a livros técnico-científicos e artigos científicos – neste caso, em especial, as editoras estrangeiras. No que se refere ao software produzido na academia, os dados apontam para uma completa indiferença da comunidade e à ausência de políticas públicas para o seu acesso. De modo geral, os resultados indicam para a necessidade de uma reforma na lei de direitos autorais, de modo a atualizá-la face as novas tecnologias de informação e comunicação e a atender ao interesse público do acesso ao conhecimento que as tecnologias digitais proporcionam. Palavras-chave acesso ao conhecimento, direitos autorais, financiamento público, ciência Abstract This paper presents a summary of research conducted since 2006 on public funding of scientific contents by the Public Policy Group for Access to Information (GPOPAI). The results suggest that in the case of technical and scientific books and scientific articles, the private sector is creating and imposing barriers to access to knowledge, despite of intensive public investments in Brazil. In relation to software produced by universities, the community is completely indifferent and there is a lack of public policies for its access. Overall, the results indicate the need for a profound reform and update of copyright law regarding new information and communication technologies, considering the public interest in access to knowledge. Keywords access to knowledge, copyright, public investiment, science

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 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 Assessing Information and Communicative Competence of Future Special Education Teachers in the Use of Resources of the Informational Educational Environment

2021 ◽  
Vol 26 (4) ◽  
pp. 54-68
Author(s):  
E.E. Artemova ◽  
A.M. Danilova ◽  
E.V. Podvalnaya ◽  
L.A. Tishina
Keyword(s):  
Special Education ◽  
Information And Communication Technologies ◽  
Special Education Teachers ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Educational Environment ◽  
Special Educational Needs ◽  
Use Of Resources ◽  
Ict Competence ◽  
Information And Communication

This article aims to analyse the problem of developing the readiness to use re- sources and services of the informational educational environment in work and study in students of pedagogical universities (future special educational needs (SEN) teachers). The urgency of creating technologies for practice-oriented train- ing of future SEN teachers (speech pathologists, teachers of individuals with hearing and visual impairments, teachers of children with mental retardation) is caused by the increasing requirements to the training of such specialists. The article presents results of an experimental study on the levels of information and communicative competence in first- and second-year students (N=114) of bachelor programmes in special education of children with disabilities. We used the following methods in our study: online questionnaires, pedagogical observation, practical tasks and tests within certain courses, and analysis of students’ works that were conducted using ICT (information and communication technologies). The criteria that we established for assessing the general user, pedagogical and subject components of ICT competence allowed us to determine its levels in bachelor students. The analysis of the data obtained in our study helped to identify the areas of concern and the necessary elements in the training of future special education teachers.

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 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 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

scholarly journals ICTs and Music in Special Learning Disabilities

2016 ◽  
Vol 4 (3) ◽  
pp. 12 ◽  
Author(s):  
Athanasios Drigas ◽  
Paraskevi Theodorou
Keyword(s):  
Information And Communication Technologies ◽  
Learning Difficulties ◽  
Communication Technologies ◽  
Research Field ◽  
Future Research ◽  
Research Perspectives ◽  
Two Factors ◽  
Information And Communication ◽  
Access To Knowledge

Τhis study is a critical review of published scientific literature on the use of Information and Communication Technologies (ICT), Virtual Reality, multimedia, music and their applications in children with special learning difficulties.  Technology and music are two factors that are recognized as tools which ensure quality of life, success and access to knowledge and learning resources. In the following papers of the last decade (2006-2015) are proposed models of music therapy for students with special learning difficulties in a psycho educational setting. There are also defined future research perspectives concerning the applications of technology in this particular research field.

Educational Technology Based on Virtual and Augmented Reality for Students With Learning Disabilities

2022 ◽  
pp. 26-44
Author(s):  
Sonia Rodriguez Cano ◽  
Vanesa Delgado-Benito ◽  
Vitor Gonçalves
Keyword(s):  
Educational Technology ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Special Educational Needs ◽  
Students With Learning Disabilities ◽  
Diversity Awareness ◽  
Student Centered ◽  
Student Centered Learning ◽  
Information And Communication

Educational technology is contributing towards diversity awareness as it allows you to create more personalized and student-centered learning situations. This chapter addresses specific learning difficulties (SpLD) and, specifically, dyslexia, since it is one of the most prevalent challenges in the educational field. Information and communication technologies allow direct intervention with students who have special educational needs as an alternative to traditional resources, which is much more motivating. In this sense, as an example, various projects and applications are presented that allow working on this type of difficulties with students. This chapter highlights the virtual reality and augmented reality software carried out in the context of the European Erasmus + FORDYSVAR project, of which the authors are part.

Sign in / Sign up

Export Citation Format

Share Document