Tablets for inclusive teaching and learning in a mainstream setting - a need analysis

2018 ◽  
Vol 5 (2) ◽  
pp. 1-10
Author(s):  
Sylwia Galanciak ◽  
Anna Weiss ◽  
Miriam Judge ◽  
Charlotte Holland ◽  
Clara Grebe ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Mobile Devices ◽  
Inclusive Education ◽  
International Research ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Mobile Technologies ◽  
Special Educational Needs ◽  
Need Analysis ◽  
Systemic Support

The article presents the results of international research on the use of mobile technologies as a support in the process of educating students with special educational needs. A team of researchers from five European countries conducted a survey among teachers using tablets while working with students with disabilities. Answers from the respondents reveal the image of educators who seek on their own, without any systemic support, opportunities to strengthen the educational opportunities of their pupils. The research results indicate that systemic organizational, methodical and financial solutions should be developed to facilitate the introduction of mobile devices for special and inclusive education.

scholarly journals Mobile devices as support for students with special educational needs

2018 ◽  
Vol 41 (2) ◽  
pp. 28-36
Author(s):  
Sylwia Galanciak ◽  
Anna Weiss ◽  
Marek Siwicki
Keyword(s):  
Mobile Devices ◽  
Educational Needs ◽  
Educational Opportunities ◽  
Mobile Technologies ◽  
Survey Questionnaire ◽  
Special Educational Needs ◽  
Advantages And Disadvantages ◽  
Scope Of Application ◽  
Systemic Support ◽  
And Training

The article presents partial results of research conducted among forty eight teachers from four European countries, using tablets to work with students with special educational needs (SENs). The aim of the research was to recognize the scope of application of mobile technologies by teachers and also their opinions on the usefulness of these technologies as support in the process of education and rehabilitation. Despite a small group of respondents, the method of a survey (questionnaire) was used due to the ease of obtaining a precise translation of the questionnaire and the results of the research. The image of teachers emerging from the research is that of pedagogues who realistically assess the advantages and disadvantages of tablets as assisting and training technologies and who try to strengthen the educational opportunities of their pupils without systemic support.

scholarly journals EVALUACIÓN DE LOS APRENDIZAJES EN ATENCIÓN DE LAS NECESIDADES EDUCATIVAS ESPECIALES DE ESTUDIANTES CON DISCAPACIDAD VISUAL, EN ASIGNATURAS PRÁCTICAS COMO LABORATORIOS Y GIRAS DE CAMPO. ASSESSMENT OF LEARNING IN ADDRESSING THE SPECIAL EDUCATIONAL NEEDS OF

2014 ◽  
Vol 5 (2) ◽  
pp. 38-67
Author(s):  
Magaly Rodríguez-Calvo
Keyword(s):  
Visual Impairment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Educational Needs ◽  
Field Trips ◽  
Teaching Methodology ◽  
Audiovisual Material ◽  
Special Educational Needs ◽  
Assessment Of Learning

El presente artículo pretende dar a conocer la atención que se les ha brindado a  estudiantes con necesidades educativas especiales (con discapacidad visual) en la educación superior - Universidad Estatal a Distancia, ya que en los últimos años ha dado un énfasis en la educación inclusiva, por el incremento de estudiantes que han ingresado con alguna discapacidad.La Cátedra de Ciencias Naturales ha proporcionado a estudiantes con discapacidad visual adaptaciones de evaluación  formativa en asignaturas prácticas como laboratorios de biología y giras de campo, las cuales le ayuda al alumno a un mejor proceso de enseñanza y aprendizaje, tomando en cuenta diferentes estrategias metodológicas, tales como: entornos de aprendizaje adecuados, tutorías personalizadas, metodología de enseñanza adaptada, materiales adaptados, materiales audiovisuales, orientación y seguimiento.El propósito del estudio es que los estudiantes con discapacidad visual, a pesar de su discapacidad, logren desarrollar un pensamiento crítico, analítico, reflexivo que  alcance destrezas y habilidades para comprender mejor lo aprendido en la teoría y ejecutarlo en la práctica. Los hallazgos principales son a) los estudiantes con deficiencia visual presentan importantes dificultades para poder desarrollar adecuadamente actividades prácticas como laboratorios y giras de campo, b) el profesor tutor es especialista en contenidos, y no en necesidades educativas especiales, por lo que  tiene desconocimientos de cómo manejar adecuadamente la discapacidad y de cuáles serían las más adecuadas estrategias metodológicas a utilizar.  Se espera, con los resultados y conclusiones, lograr determinar cuáles son las soluciones para proponer una adecuada atención específica en los estudiantes con discapacidad que quieren llegar a tener un desarrollo personal, académico y social como futuro profesional.Palabras clave: necesidades educativas especiales, discapacidad, estudiantes con discapacidad visual, actividades prácticas, estrategias metodológicas, enseñanza y aprendizaje y educación.AbstractThis article seeks to highlight the attention that has been given to students with special educational needs (with visual impairment) in Higher Education – Universidad Estatal a Distancia, since in recent years it has been given an emphasis on inclusive education as a result of increased of students that have entered with some kind of disability.The Department of Natural Sciences has provided to students with visual impairment formative adaptation assessments in practical subjects such as biology labs and field trips, which helps the student to better teaching and learning processes, taking into account different methodological strategies such as: appropriate learning environments, personalized tutoring, adapted teaching methodology, adapted materials, audiovisual material, guidance and monitoring.The purpose of the study is that students with visual impairment, who despite their disabilities, achieve to develop a critical thinking, analytical, reflective that reach abilities and skills for a better understanding of what they have learned in theory and in are able to use it in the practice. The main findings are a) students with visual impairment  have significant difficulties to properly develop practical activities such as laboratories and field trips, b) the tutor is a specialist in content and not on special educational needs, so it lacks as how to handle properly the disability and what would be the most appropriate methodological strategies to use. It is expected, with the results and conclusions, to achieve which are the solutions to propose a specific and useful attention in students with disabilities, in order to have a personal, academic and social development as future professionals.Keywords: special educational needs, disability, students with visual impairment, practical activities, methodological strategies, teaching and learning and education.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals English as a Foreign Language (EFL) Teacher's Perceptions and Use of Mobile Devices and Applications

2019 ◽  
Vol 5 (2) ◽  
pp. 190-202
Author(s):  
Elias Bensalem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Public Universities ◽  
Mobile Technologies ◽  
Tertiary Level ◽  
Online Questionnaire ◽  
Personal Learning ◽  
Efl Teachers

This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi Arabia completed an online questionnaire. Results showed that the majority of participants used mobile devices and applications in their teaching and learning. Survey data showed that the vast majority of teachers had positively perceived and frequently used mobile technologies in their teaching and personal learning. In addition, there was a correlation between teachers’ use of mobile technologies in their teaching and their use in learning. There was also a correlation between how teachers perceived the value of mobile technologies in learning, and how they use them in their teaching.

scholarly journals Application of statistical methods in studying personality of people with disabilities

2020 ◽  
pp. 27-37
Author(s):  
Tatyana Petrovna Budyakova ◽  
Galina Viktorovna Baturkina
Keyword(s):  
Qualitative Methods ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Small Sample ◽  
Special Educational Needs ◽  
Test Analysis ◽  
Wide Range ◽  
The Subject ◽  
Limited Health ◽  
Quantitative And Qualitative Methods

The subject of this research is the question of balance in application of quantitative and qualitative methods of research in studying the problems of inclusive education and personality with special educational needs. The goal is to demonstrate that the use of qualitative methods gives objective results even on the small sample of persons under test. The novelty consists in proving the fact that qualitative methods of research have substantial priority in examination of inclusive problems of inclusive personality. The conducted empirical research illustrated that it is possible to effectively identify coping strategies for the students with limited health conditions as well as normotypical, using the autobiographical method on the small sample of persons under test. Analysis of the problems of inclusive education oriented towards considering inclusive needs of the students with disabilities can be efficiently realized using the methods that do not suggest studying the large array of information and wide range of participants of the research. The absence of quantitative data processing in qualitative research of inclusive education is not considered a shortcoming of such research.  

Teaching Fundamental Math Concepts

2015 ◽  
pp. 268-287 ◽  
Author(s):  
Jennifer Wall ◽  
Michael P. Rogers
Keyword(s):  
Elementary School ◽  
Mobile Devices ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
School Classroom ◽  
Mathematics Teaching And Learning ◽  
Drill And Practice ◽  
Math Concepts

The use of mobile devices such as iPads to improve mathematics teaching and learning is on the rise. Parents are using them to informally teach their children (Franklin, 2011), teachers are using them for drill and practice (Murray & Olcese, 2011), and even politicians and administrators are pushing for more use of mobile technologies in classrooms (Murray & Olcese, 2011). With the increased prominence of iPads in the classroom—by 2013 Apple had sold 8 million iPads directly to educational institutions (Etherington, 2013)—the need for well-designed apps has never been greater. In this chapter, the authors explore what makes a good app, what to do when you cannot find the app that you need, and discuss how to successfully deploy apps in the elementary school classroom.

scholarly journals A South African university’s readiness assessment for bringing your own device for teaching and learning

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Nkqubela Ruxwana ◽  
Mncedisi Msibi
Keyword(s):  
South African ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Single Case ◽  
Developed Countries ◽  
Ease Of Use ◽  
Mobile Technologies ◽  
Bring Your Own Device ◽  
Relative Advantage ◽  
Enabling Factors

Background: The use of mobile devices for education is rapidly growing, and it is a global phenomenon. The trend of bringing personal mobile devices for learning using the institution’s network to access data and other academic material is referred to as bring your own device (BYOD). Most universities in developed countries have implemented this phenomenon to enhance education. However, the rate of BYOD adoption in developing countries is lagging even though the majority of students and staff already own one or more mobile devices and are using them for personal and educational purposes. Objectives: The study determines the readiness of a South African university to adopt BYOD for teaching and learning. Moreover, the article presents the enabling factors and barriers of BYOD adoption within the university. Method: The study followed an interpretivist philosophical stance. A qualitative single-case study was used. Data were collected through questionnaires and thematic analysis was applied. Results: The BYOD readiness levels are low and are hampered both by organisational and technological factors. Key barriers include lack of comprehensive policies to govern the use of these devices, lack of infrastructure, limited top management support for innovations and security complexities, while the key enabling factors included accessibility to mobile technologies, ease of use, relative advantage and convenience. Conclusion: Bring your own device offers a suitable platform for mobile-learning (m-learning) in universities. Consideration of the readiness factors, such as adoption strategy, implementation plans, security and device management, skills development, and measures of discipline, is essential.

Promoting Virtual Collaborative Learning with the Use of Mobile Devices

2020 ◽  
pp. 32-43
Author(s):  
Despo Ktoridou ◽  
Elli Doukanari
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process

With the ubiquity and rapidly expanding functionality of mobile technologies, educational institutions have the potential to improve and facilitate learning. More and more educators are employing communication, collaboration and sharing tools and resources to make learning more accessible, equitable, personalized and flexible for students everywhere. This study investigates the implementation of Cloud-Based Student-Centered Learning (CBSCL) environment with the use of mobile devices in an MIS course. For the purpose of the study, the data were elicited through students' focus groups and the lecturer's notes on CBSCL as a virtual learning environment. The data were examined based on content analysis. The results indicate that CBSCL can be a challenging collaborative learning experience and a motivating approach to teaching and learning; consequently, the students become responsible for their own learning and problem solving process.

scholarly journals Implementation of Special Educational Needs of Students with Disabilities in the Interdepartmental Model of Inclusive Education

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
I. R. Myasnikov
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Structural Level ◽  
Special Educational Needs ◽  
Functional Level ◽  
Holistic View ◽  
Persons With Disabilities ◽  
Professional Career ◽  
Full Implementation

Introduction. The article presents the organizational basis for identifying and implementing the special educational needs of students with disabilities in the interdepartmental model of inclusive education. The full implementation of special educational needs (OOP) in the development of vocational education by students with disabilities and disabilities plays a key role for subsequent professional activity. In the inclusive model of the implementation of the OOP of students with disabilities and disabilities, different departmental structures participate, which should effectively interact with each other. Therefore, taking into account the levels of interaction between organizational structures and various activities when identifying and implementing OOP provides a holistic view of the functioning system, and, if necessary, allows for a more targeted impact on the problem links of the model.Materials and Methods. The paper uses the method of content analysis and systematization of scientific and methodological literature, normative legal acts that determine the direction of the organization of the educational environment in the implementation of the OOP of persons with disabilities and disabilities.Results. In the formed interdepartmental model of inclusive education, two levels are considered: the structural level, which is described from the point of view of interaction between state executive authorities and their subordinate organizations, and the functional level, in which the process of forming and implementing the OOP at various stages of the rehabilitation, educational and professional route of students with disabilities and disabilities takes place.Discussion and Conclusions. When considering the procedure for the formation and implementation of the OOP at the functional level of the interdepartmental model, the importance of implementing such processes as career guidance, psychological correction, interaction with non-profit and volunteer organizations, the formation of a professional career, and interaction with the employer is emphasized. The need for unity and interaction of all elements of the model under consideration is emphasized, which will ensure the full implementation of the PLO of persons with disabilities and disabilities and achieve the final result – professional and social integration.

scholarly journals Mobile Learning

2018 ◽  
pp. 234-257
Author(s):  
Rui Leitão ◽  
Joao M. F. Rodrigues ◽  
Adérito Fernandes Marcos
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Collaborative Technology ◽  
Technological Advances ◽  
Geometric Objects ◽  
Geometric Solids ◽  
Information And Communication ◽  
Access Information

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils' learning experiences. This chapter presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex, and face in 3D solids.

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