ICTs in inclusive education for learning disabilities

Detalhes bibliográficos
Autor(a) principal: Anagnostopoulou, Panagiota
Data de Publicação: 2021
Outros Autores: Lorentzou, Georgia, Drigas, Athanasios
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/18230
Resumo: The current paper gives a brief description of the role of ICTs in the inclusion of children with autism, ADHD, and dyslexia. Therefore, many researchers note that ICTs play a key role in inclusive education and help to bridge the digital gap. Thus, the research team of this paper presents specific examples of ICTs that aid children with learning difficulties. ICTs promote the equal participation of all students in the educational system and consequently prepare them for everyday life outside of the school. The use of ICTs and assistive technology in the educational processes will have positive effects in the inclusion of children with learning difficulties and help them solidify the newly acquired knowledge as well as develop their consciousness.
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spelling ICTs in inclusive education for learning disabilitiesLas TIC en la educación inclusiva para las discapacidades del aprendizajeTICs na educação inclusiva para deficiências de aprendizagemTICs, Inclusão, dificuldades de aprendizagem, autismo, TDAH, dyslexiaTICsInclusãoDificuldades de aprendizagemAutismoTDAHDyslexia.ICTs, Inclusion, learning disabilities, autism, ADHD, dyslexiaICTsInclusionLearning disabilitiesAutismADHDDyslexia.TIC, inclusión, problemas de aprendizaje, autismo, TDAH, dislexia.TICInclusiónProblemas de aprendizajeAutismoTDAHDislexia.The current paper gives a brief description of the role of ICTs in the inclusion of children with autism, ADHD, and dyslexia. Therefore, many researchers note that ICTs play a key role in inclusive education and help to bridge the digital gap. Thus, the research team of this paper presents specific examples of ICTs that aid children with learning difficulties. ICTs promote the equal participation of all students in the educational system and consequently prepare them for everyday life outside of the school. The use of ICTs and assistive technology in the educational processes will have positive effects in the inclusion of children with learning difficulties and help them solidify the newly acquired knowledge as well as develop their consciousness.El presente artículo ofrece una breve descripción del papel de las TIC en la inclusión de niños con autismo, TDAH y dislexia. Por lo tanto, muchos investigadores señalan que las TIC desempeñan un papel clave en la educación inclusiva y ayudan a cerrar la brecha digital. Así, el equipo de investigación de este artículo presenta ejemplos específicos de TIC que ayudan a los niños con dificultades de aprendizaje. Las TIC promueven la participación equitativa de todos los estudiantes en el sistema educativo y, en consecuencia, los preparan para la vida cotidiana fuera de la escuela. El uso de las TIC y la tecnología asistencial en los procesos educativos tendrá efectos positivos en la inclusión de los niños con dificultades de aprendizaje y les ayudará a solidificar los conocimientos recién adquiridos así como a desarrollar su conciencia.O presente artigo fornece uma breve descrição do papel das TICs na inclusão de crianças com autismo, TDAH e dislexia. Portanto, muitos pesquisadores observam que as TICs desempenham um papel fundamental na educação inclusiva e ajudam a preencher a lacuna digital. Assim, a equipe de pesquisa deste artigo apresenta exemplos específicos de TICs que auxiliam crianças com dificuldades de aprendizagem. As TICs promovem a participação igual de todos os alunos no sistema educacional e, consequentemente, os preparam para a vida cotidiana fora da escola. O uso das TICs e da tecnologia assistiva nos processos educacionais terá efeitos positivos na inclusão de crianças com dificuldades de aprendizagem e ajudá-las a solidificar os conhecimentos recém-adquiridos, bem como a desenvolver sua consciência.Research, Society and Development2021-07-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1823010.33448/rsd-v10i9.18230Research, Society and Development; Vol. 10 No. 9; e43410918230Research, Society and Development; Vol. 10 Núm. 9; e43410918230Research, Society and Development; v. 10 n. 9; e434109182302525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/18230/16322Copyright (c) 2021 Panagiota Anagnostopoulou; Georgia Lorentzou; Athanasios Drigashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAnagnostopoulou, PanagiotaLorentzou, Georgia Drigas, Athanasios2021-09-12T14:28:06Zoai:ojs.pkp.sfu.ca:article/18230Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:38:24.319868Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv ICTs in inclusive education for learning disabilities
Las TIC en la educación inclusiva para las discapacidades del aprendizaje
TICs na educação inclusiva para deficiências de aprendizagem
title ICTs in inclusive education for learning disabilities
spellingShingle ICTs in inclusive education for learning disabilities
Anagnostopoulou, Panagiota
TICs, Inclusão, dificuldades de aprendizagem, autismo, TDAH, dyslexia
TICs
Inclusão
Dificuldades de aprendizagem
Autismo
TDAH
Dyslexia.
ICTs, Inclusion, learning disabilities, autism, ADHD, dyslexia
ICTs
Inclusion
Learning disabilities
Autism
ADHD
Dyslexia.
TIC, inclusión, problemas de aprendizaje, autismo, TDAH, dislexia.
TIC
Inclusión
Problemas de aprendizaje
Autismo
TDAH
Dislexia.
title_short ICTs in inclusive education for learning disabilities
title_full ICTs in inclusive education for learning disabilities
title_fullStr ICTs in inclusive education for learning disabilities
title_full_unstemmed ICTs in inclusive education for learning disabilities
title_sort ICTs in inclusive education for learning disabilities
author Anagnostopoulou, Panagiota
author_facet Anagnostopoulou, Panagiota
Lorentzou, Georgia
Drigas, Athanasios
author_role author
author2 Lorentzou, Georgia
Drigas, Athanasios
author2_role author
author
dc.contributor.author.fl_str_mv Anagnostopoulou, Panagiota
Lorentzou, Georgia
Drigas, Athanasios
dc.subject.por.fl_str_mv TICs, Inclusão, dificuldades de aprendizagem, autismo, TDAH, dyslexia
TICs
Inclusão
Dificuldades de aprendizagem
Autismo
TDAH
Dyslexia.
ICTs, Inclusion, learning disabilities, autism, ADHD, dyslexia
ICTs
Inclusion
Learning disabilities
Autism
ADHD
Dyslexia.
TIC, inclusión, problemas de aprendizaje, autismo, TDAH, dislexia.
TIC
Inclusión
Problemas de aprendizaje
Autismo
TDAH
Dislexia.
topic TICs, Inclusão, dificuldades de aprendizagem, autismo, TDAH, dyslexia
TICs
Inclusão
Dificuldades de aprendizagem
Autismo
TDAH
Dyslexia.
ICTs, Inclusion, learning disabilities, autism, ADHD, dyslexia
ICTs
Inclusion
Learning disabilities
Autism
ADHD
Dyslexia.
TIC, inclusión, problemas de aprendizaje, autismo, TDAH, dislexia.
TIC
Inclusión
Problemas de aprendizaje
Autismo
TDAH
Dislexia.
description The current paper gives a brief description of the role of ICTs in the inclusion of children with autism, ADHD, and dyslexia. Therefore, many researchers note that ICTs play a key role in inclusive education and help to bridge the digital gap. Thus, the research team of this paper presents specific examples of ICTs that aid children with learning difficulties. ICTs promote the equal participation of all students in the educational system and consequently prepare them for everyday life outside of the school. The use of ICTs and assistive technology in the educational processes will have positive effects in the inclusion of children with learning difficulties and help them solidify the newly acquired knowledge as well as develop their consciousness.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/18230
10.33448/rsd-v10i9.18230
url https://rsdjournal.org/index.php/rsd/article/view/18230
identifier_str_mv 10.33448/rsd-v10i9.18230
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/18230/16322
dc.rights.driver.fl_str_mv Copyright (c) 2021 Panagiota Anagnostopoulou; Georgia Lorentzou; Athanasios Drigas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Panagiota Anagnostopoulou; Georgia Lorentzou; Athanasios Drigas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 9; e43410918230
Research, Society and Development; Vol. 10 Núm. 9; e43410918230
Research, Society and Development; v. 10 n. 9; e43410918230
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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