Search results

1 – 8 of 8
Article
Publication date: 19 September 2016

Katerina Mavrou and Evert-Jan Hoogerwerf

The purpose of this paper is to present the work of the European Network for Technology Enhanced Learning in an Inclusive Society project, which addresses the challenges…

389

Abstract

Purpose

The purpose of this paper is to present the work of the European Network for Technology Enhanced Learning in an Inclusive Society project, which addresses the challenges of the digital divide for people with disabilities of all ages.

Design/methodology/approach

The project employs a number of activities and approaches which involve people with disabilities and other stakeholders, in order collect scientific knowledge, views, suggestions and experiences that will help in bridging the digital divide. These include literature review and qualitative methodologies of data collection, such as interviews with stakeholders, focus groups and living labs.

Findings

The benefits of (assistive) technology in the lives of people with disabilities are highly appreciated. However, a number of barriers, including lack of digital skills are identified. Thus the development of (assistive) technology competencies programmes is suggested. In addition, there is evidence of the need to further involve all stakeholders and increase awareness.

Social implications

The most important implication of the project is the production of the manifesto against the digital divide. With this document the project consortium justifies for action on raising awareness regarding the rights of persons with disabilities of all ages to be digitally included.

Originality/value

The value of the project lies upon the publication of the manifesto against the digital divide, which has already been endorsed by a number of organisations in Europe and elsewhere, with the aspiration of influencing policy makers and practitioners to collaborate in order to bridge the digital divide.

Details

Journal of Assistive Technologies, vol. 10 no. 3
Type: Research Article
ISSN: 1754-9450

Keywords

Content available
Article
Publication date: 29 November 2013

Katerina Mavrou

140

Abstract

Details

Journal of Assistive Technologies, vol. 7 no. 4
Type: Research Article
ISSN: 1754-9450

Article
Publication date: 16 September 2011

Katerina Mavrou

This paper aims to briefly describe the experiences from the design, development and implementation of a(n) (assistive) technology course in a postgraduate programme for a…

Abstract

Purpose

This paper aims to briefly describe the experiences from the design, development and implementation of a(n) (assistive) technology course in a postgraduate programme for a Master's in special/inclusive education.

Design/methodology/approach

Data presented in the paper are collected documents' study, and specifically from students' assignments and final exams, with the consent of the students involved. Considerations and thoughts of the paper are based on students' work, feedback and expectations as well as the expectations of the university with respect to the programme's aims.

Findings

Findings of this review suggest that, even though the programme described does not yet have a long history in inclusive technology, it offers the potential for considerable benefits for the change in the state of mind of postgraduate students in relation to technology and disability. Theoretical background is vital in order to re‐form students' thinking, but at the same time, it seems that there is a need to provide students with opportunities to apply their knowledge in real settings, with responsibilities for technology applications for all learners.

Originality/value

The paper offers an important insight into the considerations and progress in designing a new course related to technology and disability with an emphasis on inclusive education and not technology per se.

Details

Journal of Assistive Technologies, vol. 5 no. 3
Type: Research Article
ISSN: 1754-9450

Keywords

Article
Publication date: 15 March 2013

Katerina Mavrou, Elena Charalampous and Michalis Michaelides

This study aims to investigate the effects of the use of symbols in the development of young children's ability to form questions in mainstream early‐childhood education…

Abstract

Purpose

This study aims to investigate the effects of the use of symbols in the development of young children's ability to form questions in mainstream early‐childhood education. Hypotheses examined whether the use of graphic symbols help 3. 5‐5 year‐old students to increase the number of questions and the number of words in the questions asked for a particular subject.

Design/methodology/approach

Following an experimental design approach, an experimental (EG) and a control group (CG) of children, matched to age (4:2) and to their ability to make questions (pre‐test), attended an instructional programme. The EG used Widgit Symbols and the CG the traditional methods used by educators to teach questioning. Data collection involved pre and post oral assessment tests, which measured the number of questions and the length of questions in role play activities.

Findings

Findings of the study showed that symbols have positively affected children's ability to make questions. The EG scored higher than the CG on variables examined, and the within groups improvement (pre to post test) was again higher for the EG.

Research limitations/implications

The paper discusses some possibilities of a lengthier implementation of the use of symbols and their effect on language acquisition.

Practical implications

The study raises some considerations about the development of new teaching methodologies with the use of symbols and Information Communication Technology to enhance language development and maximize learning for all learners.

Originality/value

Usually emphasis is placed on the use of symbols as a means of assistive technology (AT) for the accommodation of the needs of children with disabilities. This paper is an effort to cover a gap in literature and emphasize on the benefits of AT in general learning environments for all children.

Details

Journal of Assistive Technologies, vol. 7 no. 1
Type: Research Article
ISSN: 1754-9450

Keywords

Content available
Article
Publication date: 15 March 2013

Chris Abbott

79

Abstract

Details

Journal of Assistive Technologies, vol. 7 no. 1
Type: Research Article
ISSN: 1754-9450

Content available
Article
Publication date: 29 November 2013

Chris Abbott

125

Abstract

Details

Journal of Assistive Technologies, vol. 7 no. 4
Type: Research Article
ISSN: 1754-9450

Content available
Article
Publication date: 16 September 2011

Chris Abbott

317

Abstract

Details

Journal of Assistive Technologies, vol. 5 no. 3
Type: Research Article
ISSN: 1754-9450

Article
Publication date: 19 June 2017

Eliada Pampoulou

The ongoing development of new graphic symbol sets in conjunction with a lack of literature supporting professionals in choosing the optimum set(s) for their users was the…

Abstract

Purpose

The ongoing development of new graphic symbol sets in conjunction with a lack of literature supporting professionals in choosing the optimum set(s) for their users was the driving force behind this research project. The purpose of this paper is to explore the factors that professionals take into consideration when they choose one graphic symbol set instead of another.

Design/methodology/approach

Based on the phenomenology of pedagogy, semi-structured interviews were used with three speech and language therapists (SLTs), three special education teachers, one teacher for pupils with hearing loss, one foundation year teacher and one SENCo/deputy head teacher. Thematic analysis was used to process the data.

Findings

The results have shown that when professionals choose a graphic symbol set for their user(s), they focus on the iconicity, the software availability and its features. They are also influenced by any existing graphic symbol policies in the area they work. Training and follow-up support also influence professionals’ experiences when choosing graphic symbol sets for their users.

Practical implications

Given the limited literature pertaining to the topic of this paper, it is proposed that further research is conducted in order to build the theoretical and practical frameworks upon which professionals (such as SLTs and teachers), symbols developers and academics can base their future work.

Originality/value

This research aims to contribute to the scant literature regarding the factors that SLTs take into consideration when choosing a graphic symbol set for their user(s).

Details

Journal of Enabling Technologies, vol. 11 no. 2
Type: Research Article
ISSN: 2398-6263

Keywords

1 – 8 of 8