ICT on Special Needs Education: Thesis Defence

Thesis defence, MSc Business Information Systems, University of Amsterdam

Transcript

1. ICT on Special Education Adriano Martins supervision: A. W. Abcouwer Universiteit van Amsterdam A. M. Wichert DEI
2. AGENDA • ICT on Special Education (SE) • Situation in Portugal • Situation in the Netherlands • Model for Integrated and Unified ICTs • Recommendations •Research •ICT on SE •Application Areas •Transition to Inclusive Education •Education Conditions •Transition to Appropriate Education •Education Conditions •ICTs in use 2
3. ICT ON SPECIAL EDUCATION • Goal • Analyze the use of ICT in the Netherlands • Compare it with Portugal • Make suggestions to improve SNE in Portugal • Qualitative research • Literature Review • Interviews What can be learnt from the use of ICT in SNE in The Netherlands? What suggestions can be made to improve the use of ICT on SNE in Portugal? 3
4. ICT ON SPECIAL EDUCATION Communicative prosthesis Independence Tuition (support) Adjustment teaching package Attention Motivation Mobility Knowledge & skills Social skills Self-image Functioning in Society 4 ICT contribution to Core Competencies ICT in special schools, Dijk & Abcouwer
5. ICT on Special Education Learning Management • Investigated (for organizational purposes) • Deeply investigated • Plays important role in SNE • Helps pupils developing vital competencies areas of application 5
6. PORTUGAL Regular Education Special Education Inclusive Education 6 • effort to increase social inclusion • children with disabilities attend regular schools • necessary support is provided • Advantages Handicapped pupils perform better Cheaper education
7. PORTUGAL Inclusive Education 7 • Disadvantages Huge structural change Difficult budget distribution Insufficient expertise • Problems ⚠Some handicapped pupils cannot attend regular classes ⚠Teachers won’t be able to pay proper attention others
8. PORTUGAL • ICTs in use • only few computers • teachers don’t rely on ICT to teach • ICTs used as entertainment • Funding • insufficient • great part is CSR • Quality of SNE • high student/teacher ratio • educational goals not strictly followed • resource deficiency • Inclusive Education 8
9. • Before • Treatment-based • “have not contributed to better education” • premature introduction of Inclusive Education • After • Demand-based • handicapped pupils included in regular schools as much as possible • easier indication NETHERLANDS Together to School Again Appropriate Education 9
10. •Advantages Pupils individually analyzed Integration in regular school whenever possible Less logistic/organizational demands •Risks Insufficient co-operation Unwanted further grow of SNE Parents of not-handicapped pupils might pressure exclusion NETHERLANDS Appropriate Education 10
11. • Problems ⚠ Pupils seem more entertained than taught ⚠ Educational goals forgotten ⚠ Lack of coverage of goals by ICT ⚠ Loopholes in the indication process NETHERLANDS Appropriate Education 11
12. NETHERLANDS • ≈1 computer per pupil • Education greatly based in ICT • Adaptive Software • dynamically adapts learning contents to each pupil • updates school management system • Immersive Software • Rich interface that effectively attracts pupil’s attention ICTs in use for Education 12
13. NETHERLANDS • Student-Tracking-System • receives data from educational software • tracks every pupil’s learning progress • Lesson Database • Free online platform • For teachers to share and consult resources to teach • IVO (tools for indication) • uses manually inserted data about the pupil • deduces special needs • informs which facilities are best suited Other ICTs in use 13
14. Current Model INTEGRATED AND UNIFIED ICTS 14 Concept Model
15. INTEGRATED AND UNIFIED ICTS • Achievements Extremely personalized learning Accurate Indication Effective education Cost saving • Issues ⚠Too ambitious ⚠Need for adaptation of existing technology ⚠Need for creation of new technology ⚠Requires extensive training 15
16. RECOMMENDATIONS • merging adaptive and immersive features in order to create the ultimate educational software • standardization of educational goals in the software market • national deploy of the Student-Tracking-System and the Indication tools • extensive ICT training to teachers 16 Netherlands
17. RECOMMENDATIONS • computers in classrooms • basic ICT training to teachers • implementation of knowledge-sharing practices 17 Portugal
18. RECOMMENDATIONS • ICT training • careful planing for acquisition • software inter-integration 18 ICT on Special Education
19. ICT on Special Education Adriano Martins supervision: A. W. Abcouwer Universiteit van Amsterdam A. M. Wichert DEI