Role of Assistive Technology in the Education of Students With Special Needs

2020 ◽  
Author(s):  
Hart Rabonye
Keyword(s):  
Assistive Technology ◽  
Special Needs ◽  
Students With Special Needs ◽  
Education Of Students

scholarly journals University libraries: The role of an accessible campus on the inclusion of users with special needs

2019 ◽  
Vol 31 ◽  
Author(s):  
Isabel Cristina dos Santos DINIZ ◽  
Ana Margarida ALMEIDA ◽  
Cassia Cordeiro FURTADO
Keyword(s):  
Special Needs ◽  
Library Directors ◽  
University Libraries ◽  
Online Questionnaire ◽  
Students With Special Needs ◽  
Ongoing Research ◽  
Future Scenario ◽  
Accessibility Issues ◽  
Users With Special Needs

Abstract The purpose of this paper is to present preliminary results of an ongoing research that seeks to diagnose inclusive practices in Brazilian and Portuguese university libraries, particularly in what concerns to the role of an accessible campus on the inclusion of users with special needs. The results were collected through an online questionnaire applied to 87 library directors (54 Brazilian and 33 Portuguese). Fifty valid answers were collected (28 Brazilian and 22 Portuguese).The results allowed to identify accessibility issues, namely in what regards to the access to the campus and to the lack of teams of librarians with specific skills to aid and assist these users. We conclude that many of these libraries are integrated in campuses without accessible infrastructure, and therefore, are not able to promote the inclusion of the students with special needs. Respondents say they are aware of their limitations and weaknesses when facing this challenge and show openness to change their practices and attitudes towards a new future scenario in which they could build solutions to improve the accessibility and inclusion in these libraries.

scholarly journals Analyzing Students with Special Needs' Sense of Humor in Emerald School South Jakarta

2020 ◽  
Vol 6 (2) ◽  
pp. 156
Author(s):  
Helda Jolanda Pentury ◽  
Itsar Bolo Rangka
Keyword(s):  
Special Needs ◽  
Assessment Instrument ◽  
Limited Attention ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Sense Of Humor ◽  
Current State ◽  
The Social

This study collates the current state of knowledge regarding the sense of humor attitude in the social interactions among children with special needs, which aims to explore the current state of knowledge and quality of empirical evidence relating to humor among children with special needs. In the study there were involved 78 students of Emerald School of Cinere in South Jakarta. There were more over 20% students in normal condition and students with special needs were 80%. Research had assessed humor in the classroom and humor expression in different groups including those with autism, down syndrome, and other special needs. This study was designed by using the descriptive qualitative method to analyze, describe, and explain the data. The procedure of data collection was done by observation and filled the questionnaire of the Richmond Humor Assessment Instrument (RHAI). The result of the study showed that there were 47, 08% of favorable criteria, and 52, 92% of unfavorable ones. Based on gender, more boys answered favorable criteria compared to girls. Moreover, boys were dare to express their senses of humor than the girls. The girls showed their shynesses to express their sense of humor. The results of the study showed that the children with special needs in Emerald school had less sense of humor. Furthermore, the role of humor in communication development, social facilitation, creativity, and stigma had all received some limited attention among children with special needs in Emerald School, South Jakarta.

scholarly journals KOMUNIKASI SISWA BERKEBUTUHAN KHUSUS DI RUANG KELAS

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Enang Yusuf Nurjaman
Keyword(s):  
Special Needs ◽  
Participant Observation ◽  
Inclusive Classrooms ◽  
Ethnography Of Communication ◽  
Students With Special Needs ◽  
Communicative Acts ◽  
Communication Events ◽  
Inclusive Schools ◽  
Education Of Students ◽  
Depth Interviews

This study uses a qualitative approach to ethnography of communication, the purpose of this research was to (1). Explain the communicative situation or context of the communication of students with special needs in inclusive classrooms (2). explain communication events that occur in school classrooms inclusive, (3). explain the communicative acts contained in the behavior of children with special needs in inclusive classrooms. Informants were selected by purposive sampling. Data was obtained through depth interviews, participant observation, and document analysis. Supporting data were obtained from analysis of documents and interviews with relevant parties to the issue of inclusive schools and the education of students with special needs.

The Current Structure of Special Education in Our Schools

2011 ◽  
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Special Needs ◽  
Civil Rights Movement ◽  
Opportunity To Learn ◽  
Washington Dc ◽  
Students With Special Needs ◽  
The Public ◽  
Education Of Students

Legal wrangling, court decisions, and the timeline of a bill as it becomes law are not always met with public scrutiny or interest. However, there are many seminal moments that have shaped policies, legislation, and litigation in the areas of civil rights and the education of students with special needs. The keystone legislation examined in this chapter has continued to define us as a country and shape our public policy. Influenced by the civil rights movement, parents and advocates of students with special needs learned that true progress for their causes is steeped in the court houses and lawmaking bodies of our states, districts, and in Washington, DC. It is through legislation and litigation that change becomes reality. It was through this paradigm shift that the lives of students with special needs and their families improved. In addition, advocates learned that it is also possible to improve the quality of life for all students. It is through inclusion and an increasingly widened lens when viewing differences and diversity that all students (those with and without special needs) in our schools have the opportunity to learn and grow with those who are different. The path for all, then, is expanded and enriched for the experiences shared through an inclusive and diverse environment. While Linda Brown, and all other students who are African-American are now eligible to attend their neighborhood schools, students with special needs are often bused far from their neighborhoods to be educated with other students because the school system has decided to segregate them according to ability and disability. If Linda had autism today, she might have to ride a bus for an hour and a half (each way) to school every day when her local elementary school is no farther from her home than the Sumner School was in 1951. We clearly still have a long way to go in delineating the rights of all citizens to equal access under the law. The Brown v. Board of Education (1954) case was very important to the cause of those seeking to have students with special needs included in the public schools.

The use of Assistive Technology for people with special needs in the UAE

2012 ◽  
Vol 15 (1) ◽  
pp. 56-71 ◽  
Author(s):  
Abdurrahman Ghaleb Almekhalfi ◽  
Sana Tibi
Keyword(s):  
Assistive Technology ◽  
Special Needs ◽  
Students With Disabilities ◽  
United Arab Emirates ◽  
Students With Special Needs ◽  
Teachers Perceptions ◽  
Rapid Changes ◽  
The Everyday ◽  
Different Types ◽  
Shed Light

Today, technology has become an essential part of the everyday educational setting. Its use has proven to facilitate learning and communication of many students with and without disabilities. Assuredly, assistive technology (AT) has transformed education and empowered students with disabilities. In spite of the rapid changes taking place in all sectors in the United Arab Emirates (UAE), the research studies investigating AT for students with special needs in the (UAE) are limited, if any. Quantitative and qualitative data collection methodology were used to explore the AT tools, services, barriers, and professional development available in the UAE special needs centers. Results showed that different types of AT devices existed in the classrooms which were available for students of different of disabilities. In addition, results revealed different types of barriers hindering the use of AT. Results may shed light on the use of AT in the UAE, teachers' perceptions towards this use and barriers impeding such use. Recommendations and suggestions to improve the use of AT wherever and whenever needed in the UAE are discussed.

Parent Views on the Placement of Students with Special Needs in Regular Classrooms at an Australian Primary School

1998 ◽  
Vol 22 (1) ◽  
pp. 30-37
Author(s):  
Susan Wright ◽  
Jeff Sigafoos
Keyword(s):  
Special Education ◽  
Primary School ◽  
Special Needs ◽  
Companion Paper ◽  
Regular Classroom ◽  
Students With Special Needs ◽  
Extra Time ◽  
Regular Classrooms ◽  
Teachers And Students ◽  
Education Of Students

The present study surveyed the views of parents about the education of students with special needs in regular classrooms. The survey involved 81 parents of students without disabilities and 29 parents of students with special needs. The children attended an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms. Both groups of parents provided a range of supportive comments, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns included the extra time and added stress of educating children with special needs in the regular classroom, the potential disruption and disadvantage to other students, and the lack of support and resources, which may decrease the amount of learning. These views are consistent with those expressed by teachers and students without special needs as reported in the companion paper (Wright & Sigafoos, 1997) to the present study.

The Australian Association of Special Education 2005 National Conference: Des English Memorial Lecture Special Education, Evidence-Based Practices and Policies: Re-think? Re-butt? Re-make? Re-value? Respond

2006 ◽  
Vol 30 (1) ◽  
pp. 4-20
Author(s):  
Christina E. van Kraayenoord
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Professional Organization ◽  
Memorial Lecture ◽  
Opportunities To Learn ◽  
Students With Special Needs ◽  
Evidence Based Practices ◽  
National Conference ◽  
Australian Association ◽  
Education Of Students

It is an honour to be invited to present the Des English Memorial Lecture at the 30th Annual National Conference of the Australian Association of Special Education (AASE) in 2005. Des English was the first President of this Association. Much of what he stood for was embedded in a respect for the abilities of students with special needs and his desire to ensure that these students had the best opportunities to learn. He was deeply committed to the belief that a professional organization such as the Australian Association of Special Education was needed to develop teachers and administrators who were knowledgeable and skilled, and he worked tirelessly to establish this Association, continuing to work with energy towards the goal of enhancing the education of students with special needs through the professional development of their teachers until his death in 1977.

scholarly journals The Collaborative Role of Counselors in Inclusive Schools

2019 ◽  
Vol 4 (1) ◽  
pp. 68-74
Author(s):  
Redita Yuliawanti
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
School Counselor ◽  
Shared Responsibility ◽  
Guidance And Counseling ◽  
Students With Special Needs ◽  
Developmental Guidance ◽  
Institutional Settings ◽  
Inclusive Schools

Strengthening Inclusive Education requires the role of various parties in educational institutions including guidance and counseling. Guidance and counseling services at the Inclusive Schools currently oriented towards developmental guidance and counseling with targeted services not limited to normal students in institutional settings, but will be directed to all students in various life and cultural settings including their special needs. Inclusive education is a shared responsibility between school Counselor, Teacher, Special Assistant teacher (GPK), and also Parents. Teachers cannot do everything themselves, because parents need to be involved so that the implementation of activities in school continues with the activities of students at home. Collaboration forms the basis between school and parents, as well as other experts, to provide assistance in a systematic, programmed, consistent and ongoing manner. Thus, the collaborative role of the counselors is needed, the development of the counselor's skills, and the professional implementation of the guidance and counseling program to optimize the development of students with special needs in inclusive schools. Collaboration for student success is an integral part of educational reform in inclusive schools

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