ICTs in inclusive education for learning disabilities
DOI:
https://doi.org/10.33448/rsd-v10i9.18230Keywords:
ICTs, Inclusion, learning disabilities, autism, ADHD, dyslexia; ICTs; Inclusion; Learning disabilities; Autism; ADHD; Dyslexia.Abstract
The current paper gives a brief description of the role of ICTs in the inclusion of children with autism, ADHD, and dyslexia. Therefore, many researchers note that ICTs play a key role in inclusive education and help to bridge the digital gap. Thus, the research team of this paper presents specific examples of ICTs that aid children with learning difficulties. ICTs promote the equal participation of all students in the educational system and consequently prepare them for everyday life outside of the school. The use of ICTs and assistive technology in the educational processes will have positive effects in the inclusion of children with learning difficulties and help them solidify the newly acquired knowledge as well as develop their consciousness.
References
Adebisi, R.O., Liman, N.A. & Longpoe, P.K. (2015). Using Assistive Technology in Teaching Children with Learning Disabilities in the 21st Century. Journal of Education and Practice, 6 (24), 14-20.
Ahmad, I.,S., Parhizkar, B. & Pillay, S.,O. (2019). Engaging Children with ADHD using Mobile Based Games. International Journal of Communication and Networking System, 6 (1), 11-15.
Ahmad, S., Z., Jinon, N., I. & Rosmani, A., F. (2013). MathLexic: An assistive multimedia mathematical learning aid for dyslexia children. Business Engineering and Industrial Applications Colloquium (BEIAC), 2013 IEEE.
Al-Edaily, A., Al-Wabil, A. & Al-Ohali, Y. (2013). Dyslexia Explorer: A Screening System for Learning Difficulties in the Arabic Language Using Eye Tracking. First International Conference for Human Factors in Computing and Informatics, SouthCHI 2013, Lecture Notes in Computer Science, 7946, 831-834.
Alexopoulou, A., Batsou, A. &. Drigas, A.S. (2019). Effectiveness of Assessment, Diagnostic and Intervention ICT Tools for Children and Adolescents with ADHD, International Journal of Recent Contributions from Engineering, Science & IT (IJES), 7 (3), 51-63.
Anagnostopoulou, P., Alexandropoulou, V., Lorentzou, G., Lykothanasi, A., Ntaountaki, P. & Drigas, A (2020). Artificial Intelligence in Autism Assessment. International Journal of Emerging Technologies in Learning (IJET), 15 (6), 95-107.
Avila-Pesantez, D., Rivera, L., A., Vaca-Cardenas, L., Aguayo, S. & Zuniga, L. (2018). Towards the improvement of ADHD children through augmented reality serious games: Preliminary results. IEEE Global Engineering Education Conference, EDUCON, 843-848, April 2018.
Bashiri, A., Ghazisaeedi, M. & Shahmoradi, L. (2017). The opportunities of virtual reality in the rehabilitation of children with attention deficit hyperactivity disorder: A literature review. Korean Journal of Pediatrics, 60 (11), 337-343.
Benda, P., Havlícek, Z., Lohr, V. & Havránek, M. (2011). ICT helps to overcome disabilities. Agris On-Line Papers in Economics and Informatics, 3 (4), 63-69.
Block, M.E., Block, V.E. & Halliday, P. (2006). What is autism? Teaching Elementary Physical Education, 16 (6), 7-11.
Bul, K., Franken, I., Van der Oord, S., Kato, P., Danckaerts, M., Vreeke, L., Willems, A., van Oers, H.,J.,J., van den Heuvel, R., van Slagmaat, R. & Maras, A. (2015). Development and User Satisfaction of "Plan-It Commander," a Serious Game for Children with ADHD,” Games for Health Journal, 4 (6), 1-11.
Burke, S., Bresnahan, T., Li, T., Epnere, K., Rizzo, A., Partin, M., Ahlness, R.M. & Trimmer, M. (2018). Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities. Journal of autism and developmental disorders, 83 (3), 905-912.
Cidrim, L. & Madeiro, F. (2017). Tecnologias da Informação e da Comunicação (TIC) aplicadas à dislexia: revisão de literature, Revista CEFAC , 19 (1), 99-108.
Conde, M. & Fonseca, D. (2017). Information Society Skills: Is Knowledge Accessible for All? Part I. Universal Access in the Information Society, 17, 223-227.
Della Volpe, V. (2016). Examination on ICT integration into Italian Education. Education and E-learning, 1 (1), 1-7.
Díaz-Escudero, A., Torrado, J.,C., Gomez, J & Montoro, G. (2018). Technology-aided authoring tools for ASD coaching support. Interacción 2018: Proceedings of the XIX International Conference on Human Computer Interaction, 18, 1-6, September 2018.
Drigas, A.,S., Ioannidou, R.,E., Kokkalia. G. & Lytras, M.,D (2014). ICTs, mobile learning and social media to enhance learning for attention difficulties. Journal of Universal Computer Science, 20 (10), 1499-1510.
Drigas, A.S. & Ioannidou R.E. (2013). Special education and ICTs. International Journal of Emeging Technologies in Learning, 8 (2), 41-47.
Escobedo, L., Nguyen, D.,H., Boyd, L.,E., Hirano, S., Rangel, A., Garcia-Rosas, D., Tentori, M. & Hayes, G. (2012). MOSOCO: A Mobile Assistive Tool to Support Children with Autism Practicing Social Skills in Real-Life Situations. CHI 2012 Session: Health and children, Austin, Texas, USA, May 5-10..
Garcia-Zapirain, B., de la Torre Díez, I. & López-Coronado, M. (2017). Dual System for Enhancing Cognitive Abilities of Children with ADHD Using Leap Motion and eye-Tracking Technologies. Journal of Medical Systems, 41 (7).
Gkeka, E.,G., Gougoudi, A., Mertsioti, L. & Drigas, A.,S. (2018). Intervention for ADHD Child using the Montessori Method and ICTs. International Journal of Recent Contributions from Engineering, Science & IT (IJES), 6 (2), 4-13.
Gooch, D., Vasalou, A., Benton, L. & Khaled, R. (2016). Using gamification to motivate students with dyslexia. Conference on Human Factors in Computing Systems – Proceedings, 969-980.
Grossard, C., Palestra, G., Xavier, J., Chetouani, M., Grynszpan, G. & Cohen, D. (2018). ICT and autism care: State of the art. Current Opinion in Psychiatry, 31 (6), 474-483.
Jaliawala, M.S. & Khan, R.A. (2018). Can Autism be Catered with Artificial Intelligence Assisted Intervention Technology? A Literature Review, CoRR.
Jing, C., T. & Chen, C., J. (2017). A Research Review: How Technology Helps to Improve the Learning Process of Learners with Dyslexia. Journal of Cognitive Sciences and Human Development, 2 (2), 26-43.
Lewandowski, L., Wood, W., & Miller L., A.(2016). Technological Applications for Individuals with Learning Disabilities and ADHD. Computer-Assisted and Web-Based Innovations in Psychology, Special Education, and Health, 61-93.
Lima, D. & Castro, T. (2012). Music spectrum: A Music Immersion Virtual Environment for children with Autism,” Procedia Computer Science, 14, 111-118.
Muharib, R., Correa, V.,I., Wood, C., L., & Haughney, K.,L. (2018). Effects of Functional Communication Training using Go Talk Now iPad Application on challenging Behavior of Children with Autism Spectrum Disorder. Journal of Special Education Technology, 34 (2), 1-9.
Njoki, M., & Wabwoba, F. (2015). The Role of ICT in Social Inclusion: A Review of Literature,” International Journal of Science and Research (IJSR), 4 (12), 380-387.
Ntaountaki, P., Lorentzou, G., Lykothanasi, A., Anagnostopoulou, P., Alexandropoulou, V. & Drigas, A. (2019). Robotics in Autism Intervention. International Journal of Recent Contributions from Engineering, Science & IT (IJES), 7 (4), 4-17.
Obradović, S., Bjekić, D., & Zlatić, L. (2015). Creative Teaching with ICT Support for students with Specific Learning Disabilities, Procedia - Social and Behavioral Sciences, 203, 291-296.
Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M. & Papanastasiou, E. (2018). Patient-centric ICTs based healthcare for students with learning, physical and/or sensory disabilities. Telematics and Informatics, 35 (4), 654-664.
Richardson, U. & Lyytinen, H. (2014). The GraphoGame Method: The Theoretical and Mathodological Backround of the Technology-Enhanced Learning Environment for Learning to Read. Human Technology, 10 (1), 39-60.
Sahin, N., T., Abdus-Sabur, R., Keshav, N., Liu, R., Salisbury, J.P. & Vahabzadeh, A. (2018). Case Study of a Digital Augmented Reality Intervention for Autism in School Classrooms: Associated With Improved Social Communication, Cognition, and Motivation via Educator and Parent Assessment. Frontiers in Education, 3 (57), 1-13.
Schuck, S., Emmerson, N., Ziv, H., Collins, P., Arastoo, S., Warschauer, M., Crinella, F. & Lakes, K. (2016). Designing an iPad app to monitor and improve classroom behavior for children with ADHD: ISelfControl feasibility and pilot studies. PLoS ONE, 11 (10), 1-13.
Smit, D. & Bakker, S. (2015). BlurtLine: A Design Exploration to Support Children with ADHD in Classrooms. Human-Computer Interaction – INTERACT 2015, 9299, Bamberg, Germany, August 2015.
Sonne, T., Marshall, P., Müller, J., Obel, C. & Grønbæk, K. (2016). A follow-up study of a successful assistive technology for children with ADHD and their families. 15th International Conference on Interaction Design and Children, 400-407.
Sonne, T., Marshall, P., Obel, C., Thomsen, P.,H. & Gronbæk, K. (2016). An assistive technology design framework for ADHD. Proceedings of the 28th Australian Computer-Human Interaction Conference, OzCHI 2016, 60-71.
Tavakoulnia, A., Guzman, K., Cibrian, F., L., Lakes, K., D., Hayes, G. & Schuck, S., E., B. (2019). Designing a wearable technology application for enhancing executive functioning skills in children with ADHD. UbiComp/ISWC 2019- - Adjunct Proceedings of the 2019 ACM International Joint Conference on Pervasive and Ubiquitous Computing and Proceedings of the 2019 ACM International Symposium on Wearable Computers, 222-225.
Vlachou, J.A. & Drigas, A.S. (2017). Mobile technology for students & adults with Autistic Spectrum Disorders (ASD),” International Journal of Interactive Mobile Technologies, 11 (1), 4-17.
Williams, P., Jamali, H. & Nicholas, D. (2006). Using ICT with people with special education needs: what the literature tells us. Aslib Proceedings: New Information Perspectives, 58 (4), 330-345.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Panagiota Anagnostopoulou; Georgia Lorentzou; Athanasios Drigas
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
