Incorporating Serious Games in the Classroom of Students with Intellectual Disabilities and the Role of the Educator

2011 ◽  
Author(s):  
Maria Saridaki ◽  
Constantinos Mourlas
Keyword(s):  
Intellectual Disabilities ◽  
Serious Games ◽  
Students With Intellectual Disabilities

scholarly journals ‘The only learning I’m going to get’

2019 ◽  
Vol XIII (1) ◽  
pp. 21-41
Author(s):  
Erika Piazzoli ◽  
John Kubiak
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Intellectual Disabilities ◽  
School Of Education ◽  
Post Secondary ◽  
Trinity College Dublin ◽  
Students With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities

Traditionally, adults with intellectual disabilities have not been given the option of participating in and thus benefiting from higher and post-secondary education. However, over the last number of years, an increasing number of inclusive tertiary educational programmes have come into existence. This article focuses on one such programme entitled Arts, Science and Inclusive Applied Practice delivered in the Trinity Centre for People with Intellectual Disabilities, School of Education, Trinity College Dublin, Ireland. The aim of this study was to consider the role of embodiment in supporting the Second Language Acquisition (SLA) process of a group of students with intellectual disabilities. The paper describes a project which integrated two of the programme modules – Italian for Beginners and Exploring Art: Renaissance to Modern. Findings presented support the use of a performative approach to second language learning for students with intellectual disabilities and sheds light on the connection between embodiment, language and learning in a performative key.

The Role of School District Interagency Transition Committees Within an Overall Collaborative Structure

1996 ◽  
Vol 27 (2) ◽  
pp. 63-68 ◽  
Author(s):  
Nancy E. Elliott ◽  
Paul A. Alberto ◽  
Susan E. Arnold ◽  
Teresa A. Taber ◽  
Marlene R. Bryar
Keyword(s):  
Intellectual Disabilities ◽  
Service Provision ◽  
Transition Planning ◽  
Local Level ◽  
Transition Services ◽  
Adult Service ◽  
Students With Intellectual Disabilities ◽  
State And Local ◽  
Collaborative Structure

Functional linkage between school and adult service agencies is an essential component of effective transition planning and service provision for students with intellectual disabilities. In order to provide effective outcome-based transition services, models for interagency cooperation were designed and written for state and local-level agencies which commit agency resources to realizing transition related outcomes. The purpose of this article is to present an overall three-tier interagency structure which provides a foundation for successful collaborative agency planning and service provision for students with intellectual disabilities.

scholarly journals Integrating Serious Games in the Educational Experience of Students with Intellectual Disabilities

2013 ◽  
Vol 3 (3) ◽  
pp. 10-20 ◽  
Author(s):  
Maria Saridaki ◽  
Constantinos Mourlas
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Education Teachers ◽  
Serious Games ◽  
Educational Experience ◽  
Educational Environment ◽  
Self Determination ◽  
Game Based Learning ◽  
Successful Model

The purpose of this paper is to present a series of observations made by researchers and educators on the integration of serious games in the educational experience of users with intellectual disabilities (ID). Data were gathered from four different studies and different games were used, in order to identify a successful model of games based learning application. Moreover, results that highlight the motivational importance of playful integration towards the promotion of self determination in students with ID, will be presented. According to the authors’ findings, special education can be benefited from the successful integration of digital games in the educational scenario, creating a safe and personalized educational environment for the students, as well as a valuable motivational tool for the educator - especially when the educator takes a threefold role, able to support a hybrid model of digital and non digital play. Trying to assist the educational efforts of special education teachers, the authors will present the results of a series of case studies and applications, the role of the educator, as well as practical considerations that resulted in the sketch of a model of playful game-based learning integration.

Aging in Adults With Intellectual Disabilities

2014 ◽  
Vol 19 (1) ◽  
pp. 36-43
Author(s):  
Tracy Lazenby-Paterson ◽  
Hannah Crawford
Keyword(s):  
Intellectual Disabilities ◽  
Swallowing Disorders ◽  
Speech And Language ◽  
Adults With Intellectual Disabilities

The literature recognizes the important role of the Speech and Language Pathologist (SLP) in the treatment of communication and swallowing disorders in children with Intellectual Disabilities (ID). However there is also a need to emphasize the importance of specialist SLP input across the lifespan of people with ID, and to recognize the specific, ongoing and changing communication and swallowing needs of adults with ID as they get older.

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