ICT and Special Educational Needs

La integración de las NTIC en el aula permite personalizar la educación y adaptarla a las necesidades de cada uno de los alumnos, especialmente los ACNEE. En este sentido, después de una enmarcación conceptual y legal de la diversidad y las condiciones compatibles con dichos alumnos, hemos tratado un programa de alta calidad educativa denominado Gcompris, que debido a su sencillez, a la variedad de sus actividades lúdicas y la amplia franja de edades que abarca, resulta una herramienta útil para trabajar con los ACNEE. Además, hemos desarrollado algunas de las actividades que incluye relacionándolas con varias áreas curriculares.The integration of the ICT in the classroom allows personalizing the education and adapting it to the needs of each student, especially the ACNEE. So, after a conceptual and legal framework of diversity and the conditions compatible with these students, we have treated a program of high educational quality called Gcompris: which due to its simplicity, the variety of its leisure activities; the wide strip of age that it covers, it is an useful tool to work with the ACNEEs. In addition, we have developed some of the activities included relating them to several curricular areas

Information and Communications Technologies in Special Needs Education: Challenges and Prospects

Scientific and technological progress of the last few decades has brought not only the economy globalization and worldwide expansion of technologies but changes in social relations, culture, and education as well. Experience has shown that the impact of disability on individuals could be cushioned through the intelligent application of technology. The usefulness of ICT in special needs education manifests in at least four dimensions: instructional, environmental, human resources and the learner technologies. How can ICT help to facilitate effective instruction in special needs education both in special and inclusive classes? Can ICT alleviate the environmental challenges confronting persons with special needs? In what ways can ICT empower the teaching and support staff in special needs education? What gadgets are relevant and suitable for use by special learners to ease their education? These are some of the questions this paper addressed under the sub-headings: special needs children; education of special needs children; ICT in education of special needs children; challenges of ICT in the education of special needs children; and prospects of ICT in education of special needs children. The paper concludes that there exists a considerable potential in the educational uses of ICTs alongside with many challenges and dangers. Useful recommendations were made to maximize the benefits of ICT in special needs education. Keywords: ICT, Special, education, children

Educational portal for students with special educational needs

Research goal: development of theoretical and methodical principles of designing and using the educational portal for students with special educational needs. Research objectives: to choose adaptive ICT tools, to develop of methodical recommendations for use ICT tools to support the training of students with special educational needs; to integrate ICT adaptation tools into the educational portal of higher education institutions. Object of research: educational portal for students of higher education institutions. Subject of research: educational portal for students with special educational needs. Results of the research. Creation and use educational portal for students with special needs in educational process of institution of higher education will allow: to maximize the education's coverage of people with special needs in accordance with their capabilities and needs; to guarantee students with special educational needs the satisfaction of common and special educational needs; to create optimal conditions for the implementation of inclusive education; to develop a mechanism for regulating the process of integration of students with special educational needs.Мета дослідження: розробка теоретичних та методичних засад проектування й використання освітнього порталу для студентів з особливими освітніми потребами. Завдання дослідження: дібрати адаптаційні засоби ІКТ, розробити методичні рекомендації щодо їх використання для супроводу навчання студентів із особливими освітніми потребами; виконати інтеграцію адаптаційних засобів ІКТ підтримки навчальної діяльності в освітньому порталі закладу вищої освіти. Об’єкт дослідження: освітній портал для студентів закладів вищої освіти. Предмет дослідження: освітній портал для студентів з особливими освітніми потребами. Результати дослідження: створення й використання в освітньому процесі закладу вищої освіти освітнього порталу для студентів з особливими потребами дозволить, зокрема: максимально розширити охоплення осіб з особливими потребами освітою, що відповідає їх можливостям і потребам; гарантувати студентам з особливими освітніми потребами задоволення спільних з іншими студентами та особливих освітніх потреб, створити оптимальні умови для реалізації інклюзивного навчання; розробити механізм регуляції процесу інтеграції / інклюзії студентів з особливими освітніми потребами

The role of inclusive education in the personal growth of a child with special educational needs

The article shows the role and proves the importance of inclusive education in the personal growth of a child with special educational needs. Definition of concepts: "inclusive education", "inclusive learning", "inclusion", "integration", "special needs". The goal of educational inclusion is written. The conditions under which training should be carried out in an integrated environment are defined. The main principles of inclusive education are highlighted. The content of the concept of inclusive education and its main democratic ideas are considered. The need for education in inclusive educational institutions is shown: for children with special educational needs, for other children, family members, and society. The need to introduce ICT in the education of children with disabilities has been proven to help modernize and innovate the learning process, which will enable the educational process to become effective, high-quality and interesting, and help the teacher create equal conditions for every child in the classroom. The main ways of using ICT in inclusive education are outlined. The fundamental principle of inclusive education has been clarified. The main characteristic of an inclusive school is singled out - the ability to meet the educational needs of all students, that is, to be effective

Information and communication technology (ICT) in the early years of education

Information and communication technology (ICT) has become an important factor in the education field, especially for pupils with special educational needs. The aim of this research is to understand how ICT is perceived to affect the learning capability of primary age pupils, including those with special educational needs. The specific objectives are to: (i) Investigate the literature about the relationship between information and communication technology (ICT) and pupils with special educational needs; (ii) Identify some of the factors that affect the use of information and communication technology (ICT) for assisting pupils’ learning (reading and writing) ability in three case studies school; (iii) Investigate the current use of ICT resources in three schools and the roles played by teachers and parents in these schools to help pupils learn in both classroom and home environments; (iv) Assess the perceived impact of ICT on pupils’ learning through observation and interviews in the case study schools; (v) Communicate examples of best practice, for both teachers and parents, on more effective way of using ICT to improve pupils’ learning. The research has been carried out in three schools one of which is a special school for pupils with special educational needs. Data have been collected in three ways. Firstly, direct observation has been carried out in the classroom; secondly, interviews have been carried out with teachers; and finally a survey of 175 parents was carried out by questionnaire. The key finding drawn from this research indicate that ICT is perceived to have a positive impact on pupils’ learning regardless of their educational needs. The study also identified that ICT is perceived to improve the quality of teaching and ICT use by primary age children. A second issue raised the shortage of teacher training for ICT, especially staff development, and finally, teachers and parents needed time to become skilled with the new technologies before attempting to teach with them. The study presents examples of best practice to distinguish between how teachers and parents might improve their support for pupils using ICT. These include the need for teachers to match learning needs, style and curricula and for parents to understand how their pupils learn and the nature of any learning problem.MSc by Researc

What About Inclusive Education and ICT in Italy: a Scoping Study

Strategies and approaches to inclusion in the classroom are important in developing a high quality, inclusive experience for students with Special Education Needs. Generally, strategies are not geared towards specific exceptionalities, but are instead designed to be implemented across exceptionality categories. Pavone (2014) and de Anna, Gaspari, Mura (2015) determined through their systematic literature review and research results that co-operation among staff, commitment and accountability to the teaching of all students, differentiation of instruction, and recognizing “that social interaction is the means through which student knowledge is developed” are key to successful inclusion of students with SEN. This paper looks at the issue of school inclusion by referring to the most recent laws about the inclusive education of students with special educational needs in Italy. Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. So ICT should be considered as a key tool for promoting equity in educational opportunities, that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education. The paper also argues how the Italian teachers can realized good practices for inclusion through the use of ICT

A self-review framework: information and communication technology in a school for learners with special educational needs

Many learners with special educational needs experience learning difficulties at some stage during their schooling. Their learning disabilities can be better accommodated by well-trained teachers in exploiting the benefits of Information and Communication Technology (ICT) in their teaching and learning practice, making a significant difference to their learners with special educational needs (LSEN) experiences. The aim of the research is to undertake a baseline study to determine the use of ICT tools in a school for LSEN in Gauteng Province, West District. LSEN at school range from the Severe Mentally Handicapped to the Mild Mentally Handicapped, terms that emanate from medical reports which learners bring to the school as an admission requirement. The school is well equipped with assistive ICT devices to enable learners to overcome their barriers in the learning process and to improve the quality of teaching and learning. The baseline study used a self-review framework developed by the British Educational Communication and Technology Agency (Becta) as a theoretical lens to evaluate how six teachers out of 15 used ICT benefits in their teaching practice. A qualitative case study research design is used and the discussion in this paper is based on data collected through, observation, interviews and documentary sources. The data was analysed inductively through the interpretative theoretical lens of Becta’s self-review framework. Results show that the school leadership and management structure do not implement ICT policies or encourage ICT use for teaching and learning. Therefore, teachers on an ad hoc basis adapt ICT services to the level of individual learners’ needs. Teachers confirmed that they need professional development to use ICT effectively to support learners. The time table structure of the school limited teachers’ access to the use of ICT resources for teaching and learning. On the other hand, learning with ICT tools, learners had positive outcomes in the learning process irrespective of their levels of differences. Teachers with their limited ICT skills enabled learners to complete learning activities and improved learners’ attitudes towards learning. This is evident that the use of a self-review framework can ensure that a school’s investment in ICT achieves fitness for purpose and also optimises the use of finite resources by teachers in supporting LSEN and inclusion

ICT research bursaries : a compendium of research reports a report on the ICT Research Bursaries 2002–03

An assessment of the ways in which teachers evaluate software, Bridging the gap: ICT in the transition year, Colouring outside the lines: research into the potential of using new digital technologies to increase home-school interactivity in a conductive education environment, The development and use of a computer-based model for assessing thinking skills, The Hedley Walter High School: cultural change in learning through the use of new technologies, ICT and subject literacies: a study of the relationship between ICT and subject literacies in the secondary school, An investigation into the visual and kinaesthetic affordances of interactive whiteboards, Making IT happen: patterns of ICT use among a group of UK school staff, Networking success: an investigation of the effectiveness of the Birmingham Grid for Learning's ICT Research Network, The Ripple Project: the whole school impact of conducting learner-centred ICT projects in infant classrooms, The use of interactive whiteboards in the primary school: effects on pedagogy, Video conferencing in the mathematics lesson, Trainee teachers and 'impact' learning: A study of trainees' views on what helps them to use ICT effectively in their subject teaching, An investigation of how different ways of presenting information using ICT may affect children's thinking, New Opportunities Funding: Did it work? A follow-up to NOF training, The HomE-Work Project, e-Learning in broadband-connected classrooms, Digital video and bilingual children with special educational needs: Supporting literacy activities, Sustainability and evolution of ICT-supported classroom practice, The impact of prior technological experiences on children's ability to use play as a medium for developing capability with new ICT tools, How can the use of an interactive whiteboard enhance the nature of teaching and learning in secondary mathematics and modern foreign languages?, Already at a disadvantage? ICT in the home and children's preparation for primary school, The impact of technology on children with physical disabilities: an evaluative case study at a special school in the West Midlands, Bedding in: factors that facilitate implementation and integration of ICT in classroom practice, Developing a networked learning community with ICT - learning the hard way, Exploring the elements that make an effective web-based science lesso

Teachers’ perceptions of Information and Communication Technology in the teaching of learners with intellectual disabilities

Abstract: The integration of Information Communication Technologies (ICTs) into the inclusive educational context is seen in many schools across South Africa as a response to the global educational technological changes taking place. These efforts include strategic plans aimed at ensuring all schools in South Africa are ICT integrated. However, the effectiveness of these efforts in the inclusive educational context falls short. The challenge presented in terms of ICT integration is extending the benefits of ICTs to learners who are mildly intellectual disabled. While some special needs institutions are supported in terms of the availability of ICT infrastructure and devices, pedagogical integration serves to be problematic. The accommodation of learners who are mildly intellectually disabled to share in 21st-century learning experiences is largely ignored. The area of concern is that in terms of the technological knowledge of teachers in the inclusive educational environment, the delivery of lessons that advocates for ICT-integrated learning experiences is limited. The study explored the notion of technological pedagogical and content knowledge (TPACK). The study determined the perceptions of teachers with reference to how the constituents of the TPACK theoretical framework influence each other in an inclusive educational setting. A qualitative approach was followed in order to gain an understanding of the perceptions of special needs teachers regarding the use of ICT in their teaching and learning context. Working from an interpretative paradigm, a qualitative approach underpinned this study to provide an exploratory view of the teachers’ perceptions of ICT in their teaching environment. A single- case study was formulated, expressing the manner in which teachers in a special educational school perceive the role of ICT integration. An analysis of the data generated from the study revealed that some teachers still struggle with the pedagogical content knowledge (PCK), and raises the question of how then can their technological knowledge (TK) can be aligned. Pertinent findings that emanated from the study were, teachers conveyed that the learners that they teach continually seek news ways to grasp the particular content. Also, the findings uncovered that many teachers are knowledgeable when it comes to the functionality of devices. However, the integration of ICT for learning purposes is a challenge. The study contributed to an understanding that ICT integration initiatives ought to stress the need for teacher training in inclusive educational settings in attempts to harness an alignment of teaching bodies of knowledge related to the content, pedagogy and technological knowledge.M.Ed. (Information and Communication Technology in Education