Keywords
information and communication technologies
inclusive education
pupils with special educational needs
children with special needs
How to Cite
Abstract
Information and communication technologies as support for the inclusive education are one of the effective tools for the development, education and training of students with special educational needs. The article deals with assistive hardware and software tools that compensate some of the natural functions of the child’s body. The possibilities of modern Microsoft, Google, Facebook and Youtube platforms have been described that make it possible to improve the fulfilment of educational tasks via the settings of keyboard shortcuts, virtual keyboard, word prediction functions, sound signals or screen indicators. The article also highlights the potential of messengers, social networks and e-mails as the most modern and adapted communicators for addressing teaching and educational needs of schoolchildren. The Viber and Facebook instant messaging programs have also been described and were found to be the most widespread means of communication in Ukraine having functions of voice and video calls with the interface adapted to maximize screen readability, allowing to create constructive dialogue between teachers, parents or schoolchildren with special educational needs. The use of ICT in inclusive education for didactic purposes have been presented practically by the LearningApps.org service. Examples of setting objectives for children with mild and moderate mental retardation have been presented, in particular: for pupils who suffer from autistic disorders, for schoolchildren who have problems with auditory or visual perception of information. Providing education through the suggested resource allows to carry out remedial work with children with special educational needs that intensifies their perception and attention, improves their memory and stimulates their motivation for educational activities. Introduction of information and communication technologies encompassing their three aspects - compensatory, communication and didactic purposes - makes it possible to adjust educational programmes and contribute effectively to the development of pupils according to their individuality.References
Статистичний збірник «Соціальний захист населення України", Державна служба статистики України, ДП «Інформаційно-аналітичне агентство», Київ, 2017.
І. Б. Кузава, Психолого-педагогічні аспекти організації дошкільної інклюзивної освіти. Напрями та перспективи інклюзивного навчання людей, Луцьк, 264 с., 2015.
"Життя поза освітою: перспективи інклюзивного навчання в Україні" [Електронний ресурс]. Режим доступу: http://naglyad.org/uk/2017/05/12/.
M.Turner-Cmuchal, S. Aitken, "CT as a tool for supporting inclusive learning opportunities" International Perspectives on Inclusive Education, р.р. 159-180, 2016.
C. N. Greene, "Design guidelines for developing curriculum-focused ICT materials for diverse students", Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Issue PART 1, p.p. 495-502, 2010.
Ajit Sankardas Sulata та Rajanahally Jayashree, "iPad:efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom" Support for Learning, Issue 2, p.p. 144-157, 2017.
Min Wook Ok, Min Kyung Kim, Eun Young Kang, Brian R. Bryant, "How to Find Good Apps: An Evaluation Rubric for Instructional Apps for Teaching Students With Learning Disabilities", Intervention in School and Clinic, Issue 4, pp. 244 – 252, 2015.
Ж. В. Матюх, "Проблеми та перспективи впровадження мультимедійних технологій в інклюзивну дошкільну освіту", Нові технології навчання : наук.-метод. зб. Ін-т інновац. технологій і змісту освіти МОН України, Київ, ч. 1, с. 65–69, 2016.
Ю. Г. Запорожченко, "Використання засобів ІКТ для підвищення якості інклюзивної освіти", Інформаційні технології в освіті: Зб. наук. праць, Херсон, с. 138–145, 2013.
В. Г. Григорович «Семантичний Веб: інформаційно-комунікаційна складова соціальної адаптації», Вісник Національного університету "Львівська політехніка". Інформаційні системи та мережі, с. 87-95, 2014.
А. Б. Демчук, "Математичне та програмне забезпечення подання відеоконтенту для осіб з вадами зору", авторефер. дис. канд. техн. наук, Національний університет “Львівська політехніка”, Львів, 2015.
Ю. Й. Тулашвілі, "Теоретичні і методичні засади професійної комп’ютерної підготовки осіб з порушенням зору" автореф. дис. докт. пед. наук, Вінницький державний педагогічний університет імені Михайла Коцюбинського, Вінниця, 2012.
Ю. Г. Носенко, "Деякі аспекти впровадження засобів ІКТ в інклюзивну освіту» Зб. матеріалів ІІ Всеукраїнської науково-практичної конференції молодих учених «Наукова молодь-2014», Київ, с. 54-56, 2014.
Similarweb [Електронний ресурс]. Режим доступу: https://www.similarweb.com/apps/top/google/store-rank/ua/communication/top-free. Дата перегляду: 05.04.2018.
Г. В. Ткачук, "Сучасні засоби педагогічної взаємодії в умовах використання мобільних технологій", Science and Education a New Dimension. Pedagogy and Psychology, Issue: 153, Budapest, 2018, с.59-62.
"StatCounter Global Stats" [Електронний ресурс]. Режим доступу: http://gs.statcounter.com/social-media-stats/all/ukraine. Дата перегляду: 05.04.2018
Bill Holton, "Facebook Accessibility for Users with Visual Impairments: What Facebook Wants You to Know" Access World, 2015, [Електронний ресурс]. Режим доступу: https://www.afb.org/afbpress/pubnew.asp?DocID=aw160402. Дата перегляду: Квітень, 02, 2018.
Shaomei Wu, Lada A. Adamic, "Visually impaired users on an online social network", Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, p.р. 3133-3142, 2014.
Anya S. Evmenova, Heidi J. Graff, Michael M. Behrmann, “Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos, Focus on Autism and Other Developmental Disabilities, v32, n1, p.p. 18-30, Mar. 2017.
"YouTube Help". [Електронний ресурс]. Режим доступу: https://support.google.com/youtube/answer/2734796?hl=uk. Дата перегляду: Квітень, 05, 2018.
"LearningApps.org" [Електронний ресурс] Режим доступу: https://learningapps.org/about.php, emaze. Дата перегляду: Квітень, 05, 2018.
О. М. Василенко, "Використання комп’ютерних технологій у навчанні дітей з особливими потребами загальноосвітніх шкіл", Збірник наукових праць Хмельницького інституту соціальних технологій Університету "Україна", с. 13-15, 2009.
REFERENCES (TRANSLATED AND TRANSLITERATED)
Statistical collection «Social protection of the population of Ukraine», State Statistics Service of Ukraine, DP «Informatsiino-analitychne ahentstvo», Kyiv, 2017 (in Ukrainian).
I. B. Kuzava, «Psychological and pedagogical aspects of organization of preschool inclusive education», The directions and perspectives of inclusive education of people, Lutsk, 264 s., 2015 (in Ukrainian).
Life outside of education: prospects for inclusive education in Ukraine [online]. Available: http://naglyad.org/uk/2017/05/12/ (in Ukrainian).
M.Turner-Cmuchal, S. Aitken, «ICT as a tool for supporting inclusive learning opportunities», International Perspectives on Inclusive Education, р.р. 159-180, 2016 (in English).
C. N. Greene, «Design guidelines for developing curriculum-focused ICT materials for diverse students», Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Issue PART 1, p.p. 495-502, 2010 (in English).
Ajit Sankardas Sulata та Rajanahally Jayashree, «iPad: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom», Support for Learning, Issue 2, p.p. 144-157, 2017 (in English).
Min Wook Ok, Min Kyung Kim, Eun Young Kang, Brian R. Bryant, «How to Find Good Apps: An Evaluation Rubric for Instructional Apps for Teaching Students With Learning Disabilities», Intervention in School and Clinic, Issue 4, pp. 244 – 252, 2015 (in English).
Zh. V. Matiukh, «Problems and perspectives of introduction of multimedia technologies in inclusive pre-school education», Novi tekhnolohii navchannia : nauk.-metod. zb. In-t innovats. tekhnolohii i zmistu osvity MON Ukrainy, Kyiv, ch. 1, s. 65–69, 2016 (in Ukrainian).
Iu. H. Zaporozhchenko, «Use of ICT tools to improve the quality of inclusive education», Informatsiy̆ni tekhnolohiï v osviti: Zb. nauk. prats, Kherson, s. 138–145, 2013 (in Ukrainian).
V. H. Hryhorovych «Semantic Web: Information and communication component of social adaptation», Visnyk Natsionalnoho universytetu "Lvivska politekhnika". Informatsiini systemy ta merezhi, s. 87-95, 2014 (in Ukrainian).
A. B. Demchuk, «Mathematical and video representation software for visually impaired people», avtorefer. dys. kand. tekhn. nauk, Natsionalnyi universytet “Lvivska politekhnika”, Lviv, 2015 (in Ukrainian).
Iu. Y. Tulashvili, «Theoretical and methodical principles of professional computer training of persons with visual impairment», avtoref. dys. dokt. ped. nauk, Vinnytskyi derzhavnyi pedahohichnyi universytet imeni Mykhaila Kotsiubynskoho, Vinnytsia, 2012 (in Ukrainian).
Iu. H. Nosenko, «Some aspects of ICT implementation in inclusive education» Zb. materialiv II Vseukrainskoi naukovo-praktychnoi konferentsii molodykh uchenykh «Naukova molod-2014», Kyiv, s. 54-56, 2014 (in Ukrainian).
Similarweb [online]. Available: https://www.similarweb.com/apps/top/google/store-rank/ua/communication/top-free. Accessed on: 05.04.2018 (in English).
H. V. Tkachuk, «Modern means of pedagogical interaction in the use of mobile technologies», Science and Education a New Dimension. Pedagogy and Psychology, Issue: 153, Budapest, 2018, s.59-62 (in Ukrainian).
StatCounter Global Stats [online]. Available: http://gs.statcounter.com/social-media-stats/all/ukraine. Accessed on: 05.04.2018 (in English).
Bill Holton, «Facebook Accessibility for Users with Visual Impairments: What Facebook Wants You to Know», Access World, 2015, [online]. Available: https://www.afb.org/afbpress/pubnew.asp?DocID=aw160402. Accessed on: April, 02, 2018 (in English).
Shaomei Wu, Lada A. Adamic, «Visually impaired users on an online social network», Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, p.р. 3133-3142, 2014 (in English).
Anya S. Evmenova, Heidi J. Graff, Michael M. Behrmann, “Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos, Focus on Autism and Other Developmental Disabilities, v32, n1, p.p. 18-30, Mar. 2017 (in English).
YouTube Help. [Online]. Available: https://support.google.com/youtube/answer/2734796?hl=uk. Accessed on: April, 05, 2018 (in English).
LearningApps.org [online]. Available: https://learningapps.org/about.php, emaze. Accessed on: 05.04.2018 (in Ukrainian).
O. M. Vasylenko, «Use of computer technologies for the education of children with special needs of general education schools», Zbirnyk naukovykh prats Khmelnytskoho instytutu sotsialnykh tekhnolohii Universytetu "Ukraina", s. 13-15, 2009 (in Ukrainian).
Authors who publish in this journal agree to the following terms:
- Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
- The copyright commencement date complies the publication date of the issue, where the article is included in.
Content Licensing
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
Deposit Policy
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
- 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.
- Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
- Archiving the pre-print (pre-refereeing manuscript version) not allowed.