16 SES 03, ICT and Special Needs
Learning technologies are used in educational settings as tools to communicate, design learning environments, and stimulate learning processes. Many of these tools are applied in the field of special educational needs. We have identified several types of applications that have been reported in scientific international journals as technology-enhanced learning, augmentative and alternative communication, computer-assisted instruction, interventions with computer-based games, multi-user virtual environment (as virtual case, visualization and simulation activities), web-based inquiry learning, computer-supported collaborative learning, application software, digital literacy, learning platforms, e- learning and mobile learning. These developments in the field of learning technologies should be introduced in teacher training and in particular in special needs education training, since several of these technologies may be momentous in improving education for students with learning disabilities. The present study is funded by a grant from CeSam Stockholm University, an effort that wants to enhance the didactic competence among the teachers. This study wants to contribute to synthesize the research in these subjects in order to disseminate knowledge and in order to stimulate to further research in this field in teacher training. In fact, despite the rapid growth of technological applications in the Swedish schools, where many students have access to an own PC, the contents of the teacher programs are not always adapted to the new, technology-enhanced educational conditions that are nowadays common in the schools. A literature review of research is valuable also to investigate which evidence that is available for the efficacy of various methods. This knowledge is necessary when deciding which learning technologies to adopt and which to abstain from. The literature review aim is to encourage a scientific approach on these matters, which means also a rigorous scrutiny of results. Besides the risk connected to a lack of knowledge, in fact, there is also the risk that commercial interests and marketing will influence investments in the educational sector, to a greater extent than research evidence. A comprehensive theoretical framework for the literature review has been Universal Design for Learning (Rose & Gravel, 2010, CUDE, 2012). Under this concept different didactic approaches fit that offer multiple means of representation and communication, using a variety of resources for activities and expression, and create numerous ways of engagement. ULD is based on principles that are fundamental for all learning and teaching activities. It provides the opportunity to explore a wide range of possibilities and processes related to the theme of inclusive education (inclusion) that strives for objectives of an equal education and to reduce barriers to learning. The aims are to investigate a) which learning technologies have been developed and are reported in research; b) which theoretical models and concepts are employed in empirical studies of learning technologies and special educational needs; c) to make a mapping of the contents of the field; d) to make a synthesis of research results within a specific area e) to develop a database of research literature to identify questions and issues for future research (interventions, replication of quasi-experimental studies).
CRD (2009). Systematic reviews. Centre for Review and Dissemination, The University of York. http://www.york.ac.uk/inst/crd/SysRev/!SSL!/WebHelp/SysRev3.htm CUDE (2012). The Center for Universal Design in Education. http://www.washington.edu/doit/CUDE/ EIPPEE (2012). Evidence informed policy and practice in education in Europe. http://www.eippee.eu/cms/Default.aspx?tabid=3326 EPPI-Centre(2013). Evidence library. Social Science Research Unit, Institute of Education. http://eppi.ioe.ac.uk/cms/ European Agency for development in special needs education. (2011). ICT in education of people with disabilities. Review of innovative practice. UNESCO Report. http://www.european-agency.org/publications/ereports/ICTs-in-Education-for-People-With-Disabilities/ICTs-in-Education-for-people-with-disabilities.pdf Gough, D., Oliver, S., & Thomas, J. (2012). An introduction to systematic reviews. Los Angeles, Ca.: SAGE. Meyer, A., & Rose, D. H. (2005). The future is in the margins: The role of technology and disability in educational reform. The universally designed classroom: Accessible curriculum and digital technologies, 13-35. Petticrew, M. & Roberts, H. (2006). Systematic reviews in the social sciences: a practical guide. Malden, Ma: Blackwell Pub. Rose, D. H., & Gravel, J. W. (2010). Technology and Learning: Meeting Special Student's Needs Retrieved from http://www.udlcenter.org/sites/udlcenter.org/files/TechnologyandLearning.pdf SBU (2011). Utvärdering av metoder i hälso-och sjukvården. http://www.sbu.se/upload/ebm/metodbok/SBUsHandbok.pdf RefWorks (2013). http://www.refworks.com/
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.