ICT in Special Education
![handle is hein.journals/techssj23 and id is 187 raw text is: Technium Social Sciences Journal
Vol. 23, 187-198, September, 2021
L SE J A ISSN: 2668-7798
!. C'Al CE E JUs-I`-,AL www.techniumscience.com
ICT in special education
Irene Chaidi, Athanasios Drigas2, Charalampos Karagiannidis3
12 3N.C.S.R. Demokritos / University of Thessaly, Department of Special Education
irhaidi@gmail.coml, dr@iit.demokritos.gr2, karagian@uth.gr3
Abstract. In recent years, worldwide and in our country, the view has been established that all
students, regardless of any element of differentiation, special need or characteristic related to
national, cultural or social identity, should have equal learning opportunities in one school for
all. The use of Information and Communication Technologies (ICT) contributes significantly to
the learning process. Especially for students with special educational needs, ICT provides rich
educational experiences. The following work refers to ICT in the field of application of Special
Education, in assistive technology, educational sortware, which provides opportunities to
approach knowledge, socialization of individuals and removal of physical barriers to access to
knowledge of students with special educational needs.
Keywords. Special Education, Education, ICT, Assistive Technology
1.1 Introduction
Information and Communication Technologies are now an essential tool in the
educational process of learning the new methods of modern educational systems, as it is
believed that technology is the guarantee for the active participation of the student in the
learning process by transforming him from a passive receiver to an active participant, therefore
more independent, autonomous and enables him to approach learning according to his own
abilities and expectations.
It is generally accepted that in people with special educational needs New Technologies
manage to overcome obstacles and alleviate the shortcomings and deficits of students, in order
to approach knowledge but also to remove isolation by restoring social reality after giving them
the opportunity to communicate. with its environment and its interaction with it [1].
Computers provide students with disabilities with what they really need: step-by-step
instruction, a highly successful teaching strategy, especially for students with autism. It should
be emphasized that a key factor influencing the proper use of a computer is human presence.
The teacher is a companion , an animator and a guide. She is the one who designs and selects
the tasks that the students will do on the computer, helps to understand the work, explains her
educational goal, guides the process, supports the students when needed. It should also be noted
that even with the use of the computer, the educational activity should be individualized, based
on the needs, abilities and particularities of the student, have a specific goal and use appropriate
digital educational material that will aim at acquisition of knowledge.
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ICT in Special Education
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