TECHNOLOGICALLY ADVANCED INCLUSIVE ENVIRONMENTS FOR FRAILTY SUBJECTS

Authors

  • Fabio Orecchio PhD in Economics and Law, University of Enna "Kore", Italy

DOI:

https://doi.org/10.46827/ejse.v8i4.4381

Keywords:

students with disabilities, inclusive education, assistive technologies

Abstract

The contribution addresses the problem of the use of educational technologies for inclusive purposes at school in the Italian context. Inclusive education is implemented in different ways in different contexts and varies with national policies and priorities, which in turn are influenced by a whole range of social, cultural, historical and political issues. Technologies have considerable potential that helps teachers to support pupils with disabilities and inclusion processes at school. The opportunity for interaction, collaboration and mediation offered by assistive technologies benefits the fragile student, but also the entire class, which can be supported in some learning processes through the adoption of specific devices. The article also emphasizes the use of ICT facilitators for pupils with special needs with the aim of implementing the principles of equality, diversity and inclusive education.

 

Article visualizations:

Hit counter

Author Biography

  • Fabio Orecchio, PhD in Economics and Law, University of Enna "Kore", Italy

    Fabio Orecchio holds PhD in Economics and Law, University of Enna "Kore"; he deals with problems related to disability, social inclusion and the conditions related to the recognition of fragility to define to develop prevention models in the educational field, also with reference to the dimension of legal protection. ORCID https://orcid.org/0000-0002-3219-6031.

References

Battenberg, J., & Merbler, J. B. (1990). Touch screen versus keyboard: a comparison of task performance of young children. Journal of Special Education Technology, 10(1), 24-28.

Braaten, S. (1998). Behavioral objective sequence. Champaign, IL: Research Press.

Braaten, S., & Merbler, J. B. (1998). Behavioral objective sequence reports. Champaign, IL: Research Press.

Bryant, B. R., & Seay, P. C. (1998). The technology-related assistance to individuals with disabilities act: relevance to individuals with learning disabilities and their advocates. Journal of Learning Disabilities, 31(1), 4-15.

Bryant, P. B., & Bryant, B. R. (1998). Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities. Journal of Learning Disabilities, 31(1), 41-54.

Getzel, E. (2008). Addressing the persistence and retention of students with disabilities in higher education: incorporating key strategies and supports on campus. Exceptionality, 16(4), 207-219. doi: 10.1080/09362830802412216

Kincaid, C. (1999). Alternative keyboards. Exceptional Parent, 29(2), 34-37.

King, T. W. (1999). Assistive technology: essential human factors. Allyn and Bacon: Boston.

Lewis, R. B. (1998). Assistive technology and learning disabilities: Today's realities and tomorrow's promises. Journal of Learning Disabilities, 31(1), 16-26.

Lindsay, G. & Thompson, D. (1997). Values and special education. In G. Lindsay & D. Thompson (Eds.) Values into practice in special education (pp. 2-14). London: David Fulton Publishers.

Lindsay, G. (2003). Inclusive education: a critical perspective. British Journal of Special Education, 30(1), 3 -12. doi: 10.1111/1467-8527.00275

MacArthur, C. A. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29(4), 344-354.

MacArthur, C. A., Graham, S., & Swartz, S. (1991). Knowledge of revision and revising behavior among learning disabled students. Learning Disability Quarterly, 14, 61-73.

MacArthur, C. A., Graham, S., & Swartz, S. (1993). Integrating word processing and strategy instruction into a process approach to writing. School Psychology Review, 22, 671-681.

Maguire, B. D. (1999, March). Legal potholes on the information superhighway. Paper presented at the 1999 Principals' Joint Technology Leadership Seminar, Minneapolis.

Male, M. (1994). Technology for inclusion: Meeting the special needs of all students. Allyn and Bacon: Needham Heights, MA.

Merbler, J. B. (1990). Advanced logo: Teachers and artificial intelligence. American Annals of the Deaf, 135(5), 379-383.

Murdaca, A. M., Fabio, R. A., & Caprì, T. (2018). The use of new technologies to improve attention in neurodevelopmental disabilities: new educational scenarios for the enhancement of differences. International Journal of Digital Literacy and Digital Competence, 9(4), 46–57. https://doi.org/10.4018/IJDLDC.2018100104.

Passey, D. (2014). Inclusive technology enhanced learning overcoming cognitive, physical, emotional, and geographic challenges. London: Routledge.

Rivoltella, P. C. (2015). Le virtù del digitale. Per un’etica dei media. Brescia: Editrice Morcelliana s.r.l.

Rivoltella, P. C. (2019). Media education. Idea, metodo, ricerca. Milano: Mondadori.

Seale, J., J. Georgeson, C. Mamas, & Swain, J. (2015). Not the Right Kind of 'Digital Capital'? An Examination of the Complex Relationship between Disabled Students, Their Technologies and Higher Education Institutions. Computers & Education, 82, 118-128. doi: 10.1016/j.compedu.2014.11.007.

Singal, N. (2008). Working towards inclusion: reflections from the classroom. Teaching and Teacher Education, 24, 1516 -1529. doi: 10.1016/j.tate.2008.01.008.

Slee, R. (2009). Travelling with our eyes open: models, mantras and analysis in new times. In M. Alur & V. Timmons (Eds.), Inclusive Education Across Cultures: Crossing Boundaries, Sharing Ideas (pp. 93-109). New Delhi: Sage.

UNESCO (1994). The Salamanca Statement and framework for action on special needs education. Paris: UNESCO.

Downloads

Published

2022-07-21

Issue

Vol. 8 No. 4 (2022)

Section

Articles

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.

 

  1. 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.

 

  1. 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 (See The Effect of Open Access).