ICT on Special Needs Education: Thesis Defence

ICT on Special Needs Education: Thesis Defence

Thesis defence, MSc Business Information Systems, University of Amsterdam


Adriano Martins

November 08, 2012


  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