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首页> 外文会议>European Distance and E-Learning Network annual conference >TECHNOLOGY AS A VEHICLE FOR INCLUSION OF LEARNERS WITH ATTENTION DEFICITS IN MAINSTREAM SCHOOLS
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TECHNOLOGY AS A VEHICLE FOR INCLUSION OF LEARNERS WITH ATTENTION DEFICITS IN MAINSTREAM SCHOOLS

机译：技术作为主流学校中包含注意缺陷的学习者的载体

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The potential of technology for supporting educational processes of participation, collaboration and creation is widely accepted. Likewise have digital tools proved to enhance learning processes for disabled learners. A currently topical group, politically and educationally, in the discourse of inclusion is learners with extensive developmental and attention deficit disorders. This paper investigates the potential of technology for supporting the inclusion of this group in the general school system, i.e. into mainstream classes, using technology as a tool to join, participate and contribute - and as a vehicle for general human growth in their learning community. The paper presents the primer results and describes and discusses the challenges of both teachers' and learners', involved in the inclusion process. Finally, on the basis of findings, a typology of tools is suggested, which may support inclusive teaching and learning for the target group in question. In 2012 the Danish Government passed a law on inclusion, which requested public schools in Denmark to include 97% of all learners in the mainstream education system. As a consequence, many learners, who earlier visited special schools and had Special Educational Needs (SEN) teachers, now had to be included in mainstream classes with mainstream teachers. This is a challenge for the schools, for the SEN learners, for the mainstream learners and for the teachers involved. While pointing to the lack of specific tools as well as competences in teachers for handling inclusion of children with extensive developmental and attention deficit disorders, school leaders and teachers are looking for new ways to handle this challenge. It's a very broad group of SEN learners, who appears to have learning problems and struggling with problems such as: Lack of attention, selective and continuing attention and response inhibition as well as lacking ability for planning, promoting, strategic thinking, change in attention, flexibility in working memory, self-regulation and self-monitoring.The investigation, on which this present piece of research is based, is part of a work package in a wider research project, ididact, which employs ICT as a vehicle in the challenge of inclusion of learners with extensive developmental and attention deficit disorders (focus learners) in mainstream schools. In sum, our research on ICT as a vehicle for inclusions indicates: i) interventions with ICT have high impact on physical and academic inclusion, while less so on social inclusion; ii) using ICT for shielding, focusing, structuring and ovetviewing helps focus learners to join, participate, and maintain attention, while to some extent avoiding conflicts; iii) specific planning and strict time schedules for lessons and activities, supported by digital assignments in LMS/VLE systems enhance participation, attention and self-monitoring in task solving; iv) use of ICT enhance comprehension, differentiation, production, dissemination and compensation and promote the learners' abilities to participate and contribute; v) the teacher's knowledge of the learners' special needs, and the teachers' use of the five types of interventions did have a positive effect in terms of supporting focus learners' to participate more equally in the classroom. While our pre/post test showed no significant progress in the learner's social and pro-social behaviour, no indication was found of ICT interventions having an impact on social inclusion. This paper finalizes by suggesting an ICT-pedagogical strategy containing a typology of tools and interventions: Structure & Overview, Shielding & Focus, Comprehension & Differentiation, Production & Dissemination, Collaboration & Knowledge Building. Utilizing this typology in the pedagogical strategy is likely to enhance the process of inclusion in classrooms of learners with extensive developmental and attention disorders.
机译：技术支持参与，协作和创造教育过程的潜力已被广泛接受。同样，事实证明，数字工具可以增强残疾学习者的学习过程。在包容性讨论中，当前在政治和教育方面的热门话题是学习者，他们患有广泛的发展和注意力缺陷障碍。本文研究了使用技术作为加入，参与和贡献的工具，以及促进人类在学习社区中成长的工具的技术潜力，以支持将这一群体纳入普通学校系统（即进入主流班级）。本文介绍了引物结果，并描述和讨论了教师和学习者在包容过程中所面临的挑战。最后，根据调查结果，提出了一种工具类型，可以支持所讨论目标群体的包容性教学。 2012年，丹麦政府通过了一项关于融合的法律，该法律要求丹麦的公立学校将97％的学习者纳入主流教育体系。结果，许多学习者，以前曾去过特殊学校并有特殊教育需要（SEN）老师，现在必须与主流老师一起纳入主流班级。对于学校，有特殊教育需要的学习者，主流学习者和所涉及的老师来说，这都是一个挑战。在指出缺乏专门工具以及教师在处理将广泛的发育和注意力缺陷障碍儿童纳入方面的能力时，学校领导和教师正在寻找应对这一挑战的新方法。这是一类非常广泛的SEN学习者群体，他们似乎在学习中遇到困难，并在以下问题中挣扎：缺乏注意力，选择性和持续的注意力和反应抑制，以及缺乏计划，促进，战略性思考，注意力变化，工作记忆，自我调节和自我监控的灵活性。此项研究是本研究的基础，是一项广泛研究项目ididact的工作包的一部分，该项目利用ICT作为应对挑战的手段。在主流学校中纳入具有广泛的发展和注意力缺陷障碍的学习者（重点学习者）。总而言之，我们对信息通信技术作为包容性工具的研究表明： ii）利用信息通信技术进行屏蔽，集中，结构化和观察，有助于集中学习者加入，参与和保持注意力，同时在一定程度上避免冲突; iii）在LMS / VLE系统中通过数字分配来支持针对课程和活动的特定计划和严格的时间表，从而增强了他们在解决任务中的参与，关注和自我监控; iv）利用信息和通信技术提高理解，分化，生产，传播和补偿的能力，并提高学习者的参与和贡献能力; v）教师对学习者的特殊需求的了解，以及教师对五种干预手段的使用，在支持重点学习者更平等地参与课堂方面确实起到了积极作用。尽管我们的前/后测试表明学习者的社会和亲社会行为没有显着进步，但没有迹象表明ICT干预对社会包容有影响。本文最后提出了ICT教育策略，其中包含工具和干预措施的类型：结构与概述，屏蔽与关注，理解与差异，生产与传播，协作与知识建设。在教学策略中使用这种类型可能会增强具有广泛的发展和注意力障碍的学习者在课堂上的融入过程。

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