Aprendizagem Digital: Modelos diferenciados de ensino utilizando TICs para alunos com problemas de visão – Boas práticas: Jogando entre 1 a 10

The idea of inclusion encourages an inclusive, open-door school. By adapting formal instruction to standard instruction that is acceptable for everyone while taking into account the requirements, quirks, skills, interests, and experiences of each student, the use of ICTs aids in this direction. One such group is the visually challenged, whose inclusion in general education classes is made possible with the use of ICTs. In the current study, a method of individualized education in the field of mathematics is developed and put into practice, allowing all students-visually impaired or not-to master the mathematical operation of adding to the first ten at their own speed and time. Results show that differentiated instruction improves students' ability to understand mathematical operations: ADDITION from 1 to 10.La idea de inclusión fomenta una escuela inclusiva y de puertas abiertas. Al adaptar la instrucción formal a la instrucción estándar aceptable para todos, teniendo en cuenta los requisitos, peculiaridades, habilidades, intereses y experiencias de cada estudiante, el uso de las TIC ayuda en esta dirección. Uno de estos grupos es el de los discapacitados visuales, cuya inclusión en las clases de educación general es posible con el uso de las TIC. En el presente estudio se desarrolla y pone en práctica un método de enseñanza individualizado en el área de matemáticas, que permite a todos los alumnos -con discapacidad visual o no- dominar la operación matemática de sumar al top ten a su propio ritmo y tiempo. Los resultados muestran que la enseñanza diferenciada mejora la capacidad de los estudiantes para comprender las operaciones matemáticas: SUMA del 1 al 10.A ideia de inclusão incentiva uma escola inclusiva e de portas abertas. Ao adaptar a instrução formal à instrução padrão aceitável para todos, levando em conta os requisitos, peculiaridades, habilidades, interesses e experiências de cada aluno, o uso das TICs auxilia nessa direção. Um desses grupos é o dos deficientes visuais, cuja inclusão nas classes de educação geral é possível com o uso das TICs. No presente estudo, é desenvolvido e colocado em prática um método de ensino individualizado na área da matemática, permitindo que todos os alunos-deficientes visuais ou não-dominem a operação matemática de somar aos dez primeiros no seu próprio ritmo e tempo. Os resultados mostram que o ensino diferenciado melhora a capacidade dos alunos de entender as operações matemáticas: ADIÇÃO de 1 a 10

Sociabilidade: A chave para o transtorno do processamento sensorial

Social communication and sensory processing disorder are two factors that interact with each other and the difficulties they find in them impact on different neurodevelopmental disorders such as autism. More specifically, sociability is shown to play a key role in dealing with sensory processing difficulties and the interventions related to it can be implemented in a school setting as well within a therapeutic setting and even at home. The design of these interventions with a focus on sociability aims on the one hand to reduce sensory difficulties and on the other hand to provide meaningful communication when working with children with autism or severe or generalized learning difficulties. This article’s goal is to compile research findings regarding the impact of sociability on children with sensory difficulties through a literature review. Specifically, many interventions with pillars the social communication have been studied to help children with autism and other syndromes The outcomes demonstrated a direct link between sociability and sensory processing disorder with interventions and therapeutic programs implemented in many nations with favorable outcomes in many facets of how children with these issues behave. One of the most effective interventions that helps are Intensive Interaction with high contribution to the sensory regulation of children mainly with autism. Students with neurodevelopmental problems were the samples for the interventions' participants. Application of these programs on a weekly basis, two to three times, is helpful in the right direction.El trastorno de la comunicación social y el procesamiento sensorial son dos factores que interactúan entre sí y las dificultades que encuentran en ellos repercuten en diferentes trastornos del neurodesarrollo como el autismo. Más específicamente, se muestra que la sociabilidad juega un papel clave en el tratamiento de las dificultades de procesamiento sensorial y las intervenciones relacionadas con ella pueden implementarse tanto en un entorno escolar como en un contexto terapéutico e incluso en el hogar. El diseño de estas intervenciones con un enfoque principal en la sociabilidad tiene como objetivo, por un lado, reducir las dificultades sensoriales y, por otro lado, proporcionar una comunicación significativa cuando se trabaja con niños con autismo o dificultades de aprendizaje severas o generalizadas. El propósito de este artículo es registrar datos de investigación sobre el efecto de la sociabilidad en niños con dificultades sensoriales a través de una revisión de la literatura. En concreto, se han estudiado muchas intervenciones con pilares la comunicación social para ayudar a niños con autismo y otros síndromes. Los resultados mostraron que existe una correlación directa entre la sociabilidad y el trastorno del procesamiento sensorial con intervenciones y programas terapéuticos implementados en muchos países con resultados positivos en todos los aspectos del comportamiento de los niños con estas dificultades. Una de las intervenciones más efectivas que ayuda son las Interacciones Intensivas con alto aporte a la regulación sensorial de niños principalmente con autismo. En cuanto a los participantes en las intervenciones, las muestras fueron estudiantes con trastornos del neurodesarrollo estudiados. La frecuencia de aplicación de estos programas 2-3 veces por semana ayuda en la dirección correcta.A comunicação social e o transtorno do processamento sensorial, são dois fatores que interagem entre si e as dificuldades que encontram neles, impactam em diferentes transtornos do neurodesenvolvimento como o autismo. Mais especificamente, a sociabilidade mostra-se como um papel fundamental para lidar com as dificuldades de processamento sensorial e as intervenções relacionadas a ela podem ser implementadas em ambiente escolar, bem como, em contexto terapêutico e até mesmo em casa. O desenho destas intervenções com foco principal na sociabilidade visa por um lado, reduzir as dificuldades sensoriais e, por outro, proporcionar uma comunicação significativa ao trabalhar com crianças com autismo ou dificuldades de aprendizagem graves ou generalizadas. O objetivo deste artigo foi registrar dados de pesquisa sobre o efeito da sociabilidade em crianças com dificuldades sensoriais por meio de uma revisão de literatura. Especificamente, intervenções com pilares na comunicação social, têm sido estudadas para ajudar crianças com autismo e outras síndromes. Os resultados mostraram que existe uma correlação direta entre sociabilidade e transtorno do processamento sensorial com intervenções e programas terapêuticos implementados em vários países com resultados positivos em todos os aspectos do comportamento de crianças com essas dificuldades. Uma das intervenções mais eficazes que auxiliam, são a interação intensiva com alta contribuição para a regulação sensorial em crianças principalmente com autismo. Em relação aos participantes das intervenções, as amostras foram estudantes com transtornos do neurodesenvolvimento estudados. A frequência de aplicação destes programas dois ou três vezes por semana ajuda na direção correta

EL LABORATORIO DE CIENCIAS DE LA FUTURA ESCUELA. TECNOLOGÍAS Y CONTENIDOS EMERGENTES

Este artigo investiga as tendências atuais na transformação de laboratórios STEM na era da digitalização devido à integração de tecnologias digitais e ao reconhecimento da importância do desenvolvimento de habilidades metacognitivas. O artigo examina o papel da metacognição e seu impacto no processo de aprendizagem, bem como o uso de tecnologias digitais, como laboratórios remotos, laboratórios virtuais, realidade aumentada, realidade virtual e dispositivos móveis na educação STEM. Os resultados desta pesquisa sugerem que o uso dessas tecnologias digitais pode ser benéfico para a aprendizagem de ciências no ensino superior e secundário. Além disso, essas tecnologias podem ser usadas para promover o engajamento, a colaboração e o acesso dos alunos ao conhecimento científico. Além disso, a metacognição é uma habilidade importante para professores e alunos, e pode ser desenvolvida através do uso da pirâmide do conhecimento, pirâmide de inteligência emocional, pirâmide metacognitiva e modelos de pirâmide de superdotação.This paper investigates the current trends in the transformation of STEM laboratories in the age of digitization due to the integration of digital technologies and the recognition of the importance of developing metacognitive skills. The paper examines the role of metacognition and its impact on the learning process, as well as the use of digital technologies such as remote labs, virtual labs, augmented reality, virtual reality, and mobile devices in STEM education. Results from this research suggest that the use of these digital technologies can be beneficial for science learning in both higher and secondary education. Additionally, these technologies can be used to promote student engagement, collaboration, and access to scientific knowledge. Furthermore, metacognition is an important skill for both teachers and students, and can be developed through the use of the knowledge pyramid, emotional intelligence pyramid, metacognitive pyramid, and giftedness pyramid models.Este artículo investiga las tendencias actuales en la transformación de los laboratorios STEM en la era de la digitalización debido a la integración de tecnologías digitales y al reconocimiento de la importancia del desarrollo de habilidades metacognitivas. El documento examina el papel de la metacognición y su impacto en el proceso de aprendizaje, así como el uso de tecnologías digitales como laboratorios remotos, laboratorios virtuales, realidad aumentada, realidad virtual y dispositivos móviles en la educación STEM. Los resultados de esta investigación sugieren que el uso de estas tecnologías digitales puede ser beneficioso para el aprendizaje de las ciencias tanto en la educación superior como en la secundaria. Además, estas tecnologías pueden utilizarse para promover la participación, colaboración y acceso al conocimiento científico por parte de los estudiantes. Además, la metacognición es una habilidad importante tanto para profesores como para estudiantes y puede desarrollarse mediante el uso de los modelos de pirámide del conocimiento, pirámide de inteligencia emocional, pirámide metacognitiva y pirámide de talento.Este artigo investiga as tendências atuais na transformação de laboratórios STEM na era da digitalização devido à integração de tecnologias digitais e ao reconhecimento da importância do desenvolvimento de habilidades metacognitivas. O artigo examina o papel da metacognição e seu impacto no processo de aprendizagem, bem como o uso de tecnologias digitais, como laboratórios remotos, laboratórios virtuais, realidade aumentada, realidade virtual e dispositivos móveis na educação STEM. Os resultados desta pesquisa sugerem que o uso dessas tecnologias digitais pode ser benéfico para a aprendizagem de ciências no ensino superior e secundário. Além disso, essas tecnologias podem ser usadas para promover o engajamento, a colaboração e o acesso dos alunos ao conhecimento científico. Além disso, a metacognição é uma habilidade importante para professores e alunos, e pode ser desenvolvida através do uso da pirâmide do conhecimento, pirâmide de inteligência emocional, pirâmide metacognitiva e modelos de pirâmide de superdotação

Estratégias & tecnologias digitais para a integração do Autismo

The number of people with Autism spectrum disorders is increasing significantly. The purpose of this literature review is to contribute to the integration of autistic people in the educational context with the help of technological means. Educators' views on the education they should provide to students so that autistic people feel accepted by their peers and have equal and inclusive opportunities are listed. People on the Autism spectrum have difficulties in important pillars such as communication, memory, and attention. Strategies are presented for teachers to achieve the inclusion of students and the role of assistive technology, and its benefits are identified for people with Autism with the main benefit being the improvement of communication skills, the improvement of organization activities, memory, and attention.El número de personas con trastornos del espectro autista está aumentando significativamente. El objetivo de esta revisión bibliográfica fue contribuir a la integración de las personas autistas en el contexto educativo con la ayuda de medios tecnológicos. Se enumeran las opiniones de los educadores sobre la educación que deben ofrecer a los alumnos para que las personas autistas se sientan aceptadas por sus compañeros y tengan oportunidades equitativas e inclusivas. Las personas en el espectro del autismo tienen dificultades con pilares importantes como la comunicación, la memoria y la atención. Se presentan estrategias para que los docentes logren la inclusión de los estudiantes y el rol de la tecnología asistiva, y se identifican sus beneficios para las personas con autismo, siendo el principal beneficio la mejora de las habilidades comunicativas, la mejora de las actividades de organización, memoria y atención.O número de pessoas com transtornos do espectro do Autismo está aumentando significativamente. O objetivo desta revisão de literatura foi contribuir para a integração de pessoas autistas no contexto educacional com o auxílio de meios tecnológicos. São listadas as opiniões dos educadores sobre a educação que devem oferecer aos alunos para que os autistas se sintam aceitos por seus pares e tenham oportunidades iguais e inclusivas. As pessoas no espectro do Autismo apresentam dificuldades em pilares importantes como comunicação, memória e atenção. São apresentadas estratégias para os professores conseguirem a inclusão dos alunos e o papel da tecnologia assistiva, e são identificados seus benefícios para pessoas com autismo sendo o principal benefício, a melhora das habilidades de comunicação, a melhora das atividades de organização, memória e atenção

Technology-based ADHD therapies and alternative non-drug options

Since so many studies have been conducted over the past ten years, we now have ample information about the profile and management of ADHD. Children with ADHD frequently struggle in school and with their attitude because of issues with cognitive and metacognitive skills. Due to inadequate management and interventions, it frequently happens that they are marginalized at school or the home. The development of these children’s emotional intelligence and abilities like self-awareness, self-regulation, and self-control is crucial for enhancing their life quality and their interactions with adults and peers. Medication, behavior modification, or a combination of the two are typically used to treat ADHD. The efficacy of behavioral therapies is examined in this research, in addition to the use of recent technology for treating ADHD

Using mobile apps to treat ADHD in children

People are turning to the digital world for answers to challenges in their daily lives as the number of mobile applications increases. People with impairments now have equal opportunities for education because of technological advancements. The majority of their time is now spent on mobile devices by youngsters. Therefore, using mobile applications to solve their issues would be pretty successful. Mobile learning, also known as e-learning programs that utilize mobile devices, can be used as therapeutic methods to enhance executive functioning and quality of life. Additionally, increasing the frequency of exercising cognitive and metacognitive task skills increases motivation in both children and teenagers. Moreover, the understanding and retention of the presented information might be aided by the audiovisual stimuli offered through smartphone applications. As a result, kids with ADHD may be crucial learning sources. Therefore, to enhance the quality of life for children with ADHD, the current study explores the function and efficacy of mobile applications

Digital Technologies and Virtual and Augmented Reality Games as ADHD intervention.

ADHD is more prevalent among young npeople and adolescents than in the past. This disease is accompanied by various learning and behavioral problems since it has problems with cognitive and metacognitive skills. Drigas et al., in their study from 2021, argue that participation in society is only possible if people have acquired these skills. Additionally, through strengthening abilities like self-awareness, self-regulation, and self-control through inner attention, children can learn other ways to manage their cognitive deficits and adjust to varied circumstances. Numerous medical and psychological ways to treat ADHD have been developed due to the considerable advancements in research, and these treatments are known to support symptom control. Alternative modes of intervention that attempt to improve these children’s quality of life are studied in the current work, including video games with virtual or augmented reality environments

ICTs in behavioral problems and Research and analysis in Athens' schools

Providing pupils with information and strategies for coping with “present reality” is particularly crucial in the teacher’s job in the modern world. Teachers are required to take on the role of social educators in a time when individuals struggle, personalities are shattered, and ethos and moral values are devalued. Teachers support students’ ability to identify issues and challenges and name, express, and regulate their emotions. This essay aims to investigate the classroom behavioral issues that arise. The current work aims to define what constitutes problematic behavior and outline teachers’ role in preventing, limiting, actively intervening, and assisting pupils in solving problems. The research also involves statistical processing and data analysis based on questionnaires given to eight teachers regarding their perspectives and the intervention methods they use to manage behavioral problems

Supporting the Teaching of Executive Functioning Skills Using Social Cognitive Theory in Arts Classrooms

Many arts educators in Pennsylvania public charter schools do not teach executive functioning (EF) skills to students with learning disabilities (LDs) and attention deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate how these art teachers describe their own EF instructional practices and what support they need to improve those practices. The conceptual framework that grounded this study was Bandura’s social cognitive theory, which asserts that learning occurs in a social context with a reciprocal relationship between students, their teachers, and the environment. Research questions were used to explore art teachers’ perceptions of teaching EF skills and what is needed to support EF skills instruction for students with LD or ADHD in the arts classroom. A basic qualitative research design was used to collect semistructured interview data from eight arts educators from Pennsylvanian arts-based public charter schools. Each participant held a bachelor’s degree in arts education and taught at various grade levels, elementary through secondary. Data were analyzed using open and a priori coding as well as thematic analysis. Findings indicated that arts teachers wanted no additional special education training. Rather, they desired training in relational methods to merge academic pedagogy with individually motivated artistic pedagogy to teach EF skills within the arts classroom. Guided by the findings, a 3-day practice-based professional development program was created. This study contributes to positive social change by improving arts educators’ instructional practice. This may result in improved student EF skills and increased access to learning for students with LD and ADHD in arts classrooms as a part of their well-rounded education

To Play or Not to Play: An Investigation Into The Effect of Video Game Use on Executive Functions

Findings in experimental psychology research suggest that individuals who engage in video game play outperform those who do not play video games on a range of cognitions, in particular visual selective attention. It was predicted that the source of the differences observed in video game players (VGP) compared to non-video game players (NVGP) is the result of additional executive function resources. Findings suggest that only when the task is sufficiently demanding are the additional attentional and executive function resources in VGP observable compared to NVGP. Across three experimental paradigms, the executive functions of VGP were compared to those of NVGP. In Experiments One and Two, a hybrid response inhibition task was used to assess the response inhibition performance in the subcomponents of action cancellation, action withholding, and interference resolution in VGP compared to NVGP. In Experiment Two, measures of γ-aminobutyric acid (GABA), glutamate, and glutamine were recorded using magnetic resonance spectroscopy. In Experiment One, VGP significantly outperformed NVGP in measures of action cancellation and interference resolution, but the HRIT failed to measure action withholding. In Experiment Two, the results of Experiment One were not replicated, and there was no significant difference between VGP and NVGP in the subcomponents of response inhibition. A combined analysis of participants in Experiments One and Two replicated the effects observed in Experiment One, VGP outperformed NVGP on measures of interference resolution and action withholding. In Experiment Three, the ability to sustain attention was assessed using a continuous performance task with manipulations of cognitive load. The aim was to elucidate the inconsistent results observed in Experiments One and Two by manipulating cognitive load to allow observation of the increased executive function resources in VGP. The results of Experiment Three showed no significant difference between VGP and NVGP in metrics of sustained attention performance. Moreover, there was no difference between groups in their ability to sustain attention regardless of cognitive load. This thesis emphasises the potential for video game use to train and improve executive function capabilities, but that findings and directions for future research are constrained by methodological and theoretical limitations