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Technologies for Inclusive Education

Book Description

By providing students with the opportunities to receive a high quality education regardless of their social or cultural background, inclusive education is a new area that goes beyond traditional integration approaches. These approaches hope to provide the educative system with the ability to adapt to the diversity of its students. Technologies for Inclusive Education: Beyond Traditional Integration Approaches introduces the basic concepts, current research guidelines and future perspectives on the current state of these approaches. This book aims to make inclusive education a reality in the future by highlighting technological advances in applied e-learning, cognitive learning and education multimedia. Novel approaches to human-computer interaction are essential to make these contents available for every student regardless of their disabilities and learning styles.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Preface
  7. Acknowledgment
  8. Section 1: Multimodal Interfaces
    1. Chapter 1: Towards the Use of Dialog Systems to Facilitate Inclusive Education
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. DIALOG SYSTEMS: MODULAR ARCHITECTURE AND PROCESSES
      4. 3. SPOKEN DIALOG SYSTEMS AND EDUCATION
      5. 4. EXAMPLES OF EDUCATIVE DIALOG SYSTEMS
      6. 5. CONCLUSION AND FUTURE RESEARCH DIRECTIONS
    2. Chapter 2: Experiences Using a Free Tool for Voice Therapy Based on Speech Technologies
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DESIGNING AND INTERFACE OF PRELINGUA
      5. RESULTS AND EXPERIENCES OF THE USE OF PRELINGUA
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    3. Chapter 3: Eye-Gaze and Facial Expressions as Feedback Signals in Educational Interactions
      1. ABSTRACT
      2. INTRODUCTION
      3. PREVIOUS RESEARCH
      4. NOVEL TECHNOLOGIES FOR INTERACTION
      5. FACE AND GAZE AS SOCIAL SIGNALS
      6. TUTORING SYSTEMS AND MODELS
      7. FUTURE RESEARCH
      8. CONCLUSION
    4. Chapter 4: Embodied Conversational Agents in Interactive Applications for Children with Special Educational Needs
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: ECAs IN SPECIAL EDUCATION
      4. A COLLECTION OF EXPERIENCES TO DESIGN APPLICATIONS WITH ECAs IN THE C.P.E.E. INFANTA ELENA OF MADRID
      5. CONCLUSION
      6. FUTURE RESEARCH DIRECTIONS
  9. Section 2: Virtual Environments
    1. Chapter 5: Virtual Environments Can Mediate Continuous Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. LEARNING IS AN ENTERTAINMENT ACTIVITY
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    2. Chapter 6: Education for Inclusion Using Virtual Worlds
      1. ABSTRACT
      2. INTRODUCTION
      3. ICT AND EDUCATION: E-LEARNING AND BEYOND
      4. VIRTUAL WORLDS AND EDUCATION
      5. SOME EXAMPLES OF VIRTUAL WORLDS FOR EDUCATION
      6. VIRTUAL WORLDS AND EDUCATION FOR INCLUSION
      7. CASE STUDY: EDUCATION FOR INCLUSION USING VIRTUAL WORLDS
      8. LESSONS LEARNED AND CONCLUSION
  10. Section 3: User Modelling
    1. Chapter 7: A Proposal to Model Interaction from the Analysis of Student - Pedagogic Conversational Agent Logs
      1. ABSTRACT
      2. INTRODUCTION
      3. RELATED WORK
      4. PROPOSAL: PROCEDURE TO MODEL THE INTERACTION FROM THE LOGS
      5. CASE STUDY: PRACTICAL APPLICATION OF THE PROCEDURE
      6. CONCLUSION
    2. Chapter 8: On the Use of Speech Technologies to Achieve Inclusive Education for People with Intellectual Disabilities
      1. ABSTRACT
      2. INTRODUCTION
      3. 1. COMMUNICATION, LANGUAGE, AND SPEECH IMPAIRMENTS
      4. 2. DISABILITY AND TECHNOLOGIES
      5. 3. SPEECH TECHNOLOGIES TO HELP INTELLECTUALLY IMPAIRED PEOPLE
      6. 4. APPROACH TO GENERATE SPEECH RESOURCES FOR PEOPLE WITH INTELLECTUAL DISABILITY
      7. 5. CONCLUSION AND FUTURE WORK
    3. Chapter 9: An Emotional Student Model for Game-Based Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND AND RELATED WORK
      4. FORMALISATION OF THE EMOTIONAL STUDENT MODEL
      5. PLAYPHYSICS DESIGN AND IMPLEMENTATION
      6. EVALUATION
      7. RELATION TO OTHER WORK
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
  11. Section 4: Adapted Contents
    1. Chapter 10: Analyzing the Level of Inclusion of Digital Educational Objects in Eskola 2.0
      1. ABSTRACT
      2. INTRODUCTION
      3. ICT IN THE CLASSROOM, NEW CHALLENGES
      4. REVIEW OF PEDAGOGICAL AND TECHNOLOGICAL PRINCIPLES
      5. ANALYZING THE INCLUSIVE DESIGN OF DIGITAL EDUCATIONAL OBJECTS
      6. DESIGN GUIDELINES FOR CREATING INCLUSIVE DIGITAL EDUCATIONAL OBJECTS
      7. FUTURE RESEARCH
      8. CONCLUSION
    2. Chapter 11: School Activities Using Handmade Teaching Materials with Dot Codes
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DOT CODES: SCHOOL ACTIVITIES USING HANDMADE TEACHING MATERIALS AND AIDES
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    3. Chapter 12: “Evaluator”
      1. ABSTRACT
      2. INTRODUCTION
      3. STATE OF THE ART
      4. “EVALUATOR”: MODULES AND STRUCTURE
      5. “EVALUATOR”: LEXICAL, SYNTACTIC, AND SEMANTIC LEVELS
      6. CONCLUSION
      7. FUTURE RESEARCH DIRECTIONS
  12. Section 5: Devices and Simulators
    1. Chapter 13: New Communication Technologies for Inclusive Education in and outside the Classroom
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SYSTEM ARCHITECTURE
      5. NEW COMMUNICATION METHODS FOR THE TEACHER
      6. USE OF NEW PERSONAL DEVICES FOR THE STUDENTS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
    2. Chapter 14: Educational Applications of Clickers in University Teaching
      1. ABSTRACT
      2. INTRODUCTION
      3. PRESENT STATUS OF ELECTRONIC VOTING SYSTEMS
      4. OPERATIONS AND IMPLICATIONS OF REMOTE RESPONSE SYSTEMS
      5. IMPROVED TEACHING QUALITY
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    3. Chapter 15: The Simulator as a University Business School Support Tool
      1. ABSTRACT
      2. INTRODUCTION
      3. A CONCEPTUAL REVIEW OF BUSINESS SIMULATORS FROM THEIR ORIGINS TO THE PRESENT
      4. SIMBRAND AS A BUSINESS MANAGEMENT SIMULATION EXPERIENCE
      5. ADVANTAGES OF USING BUSINESS SIMULATIONS IN UNIVERSITY TEACHING
      6. EVALUATING THE EDUCATIONAL EXPERIENCE
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
  13. Compilation of References
  14. About the Contributors