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Technology Enhanced Learning for People with Disabilities

Book Description

One of the most meaningful application domains of technology enhanced learning (TEL) is related to the adoption of learning technologies and designs for people with disabilities. Significant research has been conducted on technology enhanced learning for people with disabilities and assistive learning technologies. Technology Enhanced Learning for People with Disabilities: Approaches and Applications brings together academics, policy-makers and practitioners, with the goal of delivering a reference edition for all those interested in approaches and applications of technology enhanced learning for people with disabilities.  This book aims to be the leading source of information for all those interested in understanding how IT can promote the scientific discussion of the needs of people with disabilities and how IT enhanced activities and programs can help disabled people in their daily activities. Furthermore, this book demonstrates the capacity of information technology and management for the mutual understanding, prosperity and well being of people.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. List of Reviewers
  5. Preface
  6. Chapter 1: Benefits of CSCL for Learners with Disabilities
    1. Abstract
    2. INTRODUCTION
    3. ADAPTIVE AND ASSISTIVE TECHNOLOGY FOR COMPUTER USE
    4. IMPROVED ACCESS TO LEARNING ENVIRONMENTS
    5. EQUITY IN PARTICIPATION
    6. ISSUES AND POTENTIAL BENEFITS OF CSCL FOR STUDENTS WITH LEARNING DISABILITIES
    7. SOCIO-EMOTIONAL MEDIATION
    8. SUMMARY AND CONCLUSION
  7. Chapter 2: Computer Interventions for Children with Disabilities
    1. Abstract
    2. INTRODUCTION
    3. TECHNOLOGICAL CHANGE (Is Technology Outpacing Educational Change?)
    4. RESEARCH and PRACTICE (Can Research Improve Educational Practice?)
    5. NATIONAL CENTER for IMPROVEMENT of PRACTICE
    6. COMPLEXITY (Can Education Deal with the Large Number of Variables?)
    7. RESERACH (What Do We Know about Research on Computer Based Instruction?)
    8. PRACTICE: (What Do We Know about Implementing Computer Instruction?)
    9. SUMMARY
    10. PARADIGM SHIFTS IN EDUCATIONAL RESEARCH AND PRACTICE
    11. COMPUTERS, RESERACH, AND THE PARADIGM SHIFT
    12. IS THE EXISTINTG RESEARCH FLAWED? (Is Type I Error Present?)
    13. EXISTING KNOWLEDGE BASE: EDUCATIONAL COMPUTER TECHNOLOGY
    14. BEHAVIORAL PARDIGM (Do Animals and Humans Learn the Same Way?)
    15. SPECIAL EDUCATION
    16. COGNITIVE PARADIGM (Can We Understand What Goes On In the Mind?)
    17. CONSTRUCTIVISM PARADIGM (Is the Locus of Learning Primarily in the Mind?)
    18. CSI SYSTEM DESIGN (Where Do We Go Now with Technology?)
    19. EMERGING KNOWLEDGE BASE: INTERACTIVE INSTRUCTION
    20. INTERACTIVE INSTRUCTION (Variables Linking Research and Practice)
    21. FUTURE THEORY, RESEARCH, AND PRACTICE WITH COMPUTERS
    22. TEACHING BEYOND 2000 (Teachers Role in Intelligent Mediation)
    23. DISTRIBUTED LEARNING (Learning from a Variety of Locations and Sources)
    24. CLASSES and SCHOOLS (What do Schools and Classes Afford Students?)
    25. READING, WRITING, and MATHEMATICS (Hooks, Zines, Pines, and Vines)
    26. IS the MEDIUM the MESSAGE? (Instructional Design in the Future)
    27. SYSTEMIC APPROACH (Theory/Paradigm Considerations)
    28. TECHNOLOGY TOOLS (Cost is no Longer a Limitation)
    29. COGNITIVE RESCRIPTIONS: PRACTICAL vs. THEORETICAL RESEARCH
    30. CONCLUSION
  8. Chapter 3: China Special Education
    1. Abstract
    2. 1 Introduction
    3. 2 Educational Information Technologies is a Blind Area of China Special Education
    4. 3 Application Principles of Information Technologies in Special Education
    5. 4 Implementation Models of Information Technologies in Special Education
    6. 5 Conclusion and Suggestions
  9. Chapter 4: Learning Applications for Disabled People
    1. Abstract
    2. E-LEARNING PRACTICES FOR VISUALLY IMPAIRED PEOPLE
    3. ENGLISH E-LEARNING PRACTICES FOR DEAF PEOPLE
    4. E-LEARNING PRACTICES FOR ICT’S AND DEAF PEOPLE
    5. CONCLUSION
  10. Chapter 5: A Paradigm in Transition
    1. Abstract
    2. 1. Introduction. Dynamism on Education: A Model that Changes
    3. 2. A Change: The Educational Approach in Transition
    4. 3. A Change: The Meaning of a Process Focused on Learning
    5. 4. The Relationship between ICT and the Development of Individual and Social Skills
    6. 5. Conclusion
  11. Chapter 6: Personal Learning Enviroments
    1. ABSTRACT
    2. INTRODUCTION
    3. THE GIFTED STUDENT
    4. WEB 2.0: AN OPEN DOOR TO KNOWLEDGE AND INTERACTION
    5. PERSONAL LEARNING ENVIRONMENTS – CUSTOMIZED LEARNING
    6. CONCEPTUALIZING THE USE OF PLEs TO SUPPORT GIFTED STUDENTS’ LEARNING NEEDS
    7. FUNCTIONS FOR THE PLE
    8. CONCLUSION
  12. Chapter 7: Automatic Speech Recognition to Enhance Learning for Disabled Students
    1. Abstract
    2. INTRODUCTION
    3. TRANSCRIPTION SYSTEMS
    4. COMPARISON
    5. CONCLUSION
  13. Chapter 8: School of the Future
    1. Abstract
    2. Setting the scene
    3. School inclusion in the knowledge society
    4. Summing up
  14. Chapter 9: Public Information Services for People with Disabilities
    1. Abstract
    2. Introduction
    3. State of the Art
    4. Conclusion and Future Work
  15. Chapter 10: Elderly People with Disabilities in the Internet Age
    1. Abstract
    2. Introduction
    3. Changes in the “Grey Market”
    4. Differences between Users and Non-Users of the Internet
    5. Hypotheses
    6. Research Methodology
    7. Conclusion: Managerial Implications
  16. Chapter 11: Supports for and Barriers to Implementing Assistive Technology in Schools
    1. Abstract
    2. Introduction
    3. Purpose of the Study
    4. Sample and Data Collection
    5. Analysis
    6. Findings and Discussion
    7. Discussion
  17. Chapter 12: Theory of Mind in Autistic Children
    1. Abstract
    2. INTRODUCTION
    3. THE MULTIMEDIA SYSTEMS
    4. METHODOLOGY
    5. DISCUSSION
    6. CONCLUSION
  18. Chapter 13: M-Learning
    1. Abstract
    2. Introduction
    3. M-Lerning Devices AS Applied to Disability
    4. Taxonomy of Learning Disabilities
    5. Technology Capabilities and Limitations
    6. Challenges Facing Mobile Learning
    7. Discussion and Conclusion
  19. Chapter 14: Applying Virtual Reality (VR) to the Detection and Treatment of Clinical Problems in Educational Settings
    1. 1. Abstract
    2. 2. Usefulness of 3D Simulation in Educational/Clinical Settings
    3. 3. Applications of Virtual Reality in Psychology and Education
    4. 4. Fearnot! and Mi School: Two new 3D Applications for Studying Problem Behaviors in Youths
    5. 5. Discussion
  20. Compilation of References
  21. About the Contributors
  22. Index