Get documents about "Inclusion Of Students With Disabilities And Learning Difficulties At The Technological Educational Insti
Document Sample
Technological Educational Institute of Athens
Inclusion of students with disabilities
and learning difficulties at the
Technological Educational Institute of
Athens
Christos Skourlas, cskourlas@teiath.gr
Fotini Sarinopoulou, MA
04/07/10 1
Background
Universal Design issues
Personalization
Assistive Learning Environments based on
Wireless Infrastructures
Contents
Experience captured in the framework
of a continuous twelve years program
hosted at the Technological
Educational Institute of Athens
Inclusion, scope and aims,
description of activities, problems,
results, discussion
The case of the department of
Informatics (an assessment based on
activities during the last 6 semesters)
3
open structured interviews with students and
teachers of the department of Informatics
(2009)
7 (out of 8) Deaf students are active
19 Dyslexic students
12 (out of 23) lecturers participate
Inclusion could be seen as the
continuous effort
To support students in their attempt
to understand better and learn the
content of the lessons
To facilitate access to collaborative
lessons, and educational material
To encourage participation and
improve the necessary educational
dialogue
5
Scope
to develop a multilingual learning
environment (including oral and
written Greek, Greek Sign
Language, written English, etc),
utilizing assistive technologies and
integrating various types of
modern learning (blended learning,
mobile learning), lectures in
mainstream classes and in parallel
classes, etc.
6
Aims
Counselling support for Deaf and
Hard-of-Hearing students
Dissemination of information to
all the members of the Academic
Community (teachers,
administration, students)
Universal Design
Multilingual Learning
Environment
7
Problems to be solved
How to encourage and support students
with disabilities
Participation in the mainstream class
Organizing the participation of
Interpreters
Difficulties in reading and
understanding of the Greek and English
languages
Lack of terminology in Greek SL
Difficulties in understanding terminology
8
Counselling - support
personal
Deaf – Hard of
Hearing students group
Parents personal counselling
9
Group Counselling
Weekly meetings .
Problems and difficulties faced by the
students. Maintain a file that includes:
a) detailed documentation of the weekly
meetings
b) answers to a specific questionnaire
filled in by the students in the first
semester
c) findings from the open structured
interviews with students and teachers.
10
Assistive services and Teaching
Initial phase: Teaching assistants, note
takers
Interpreters. Co-operation with the
Hellenic Federation of the Deaf (ΟΜΚΕ)
(for students that are members of the
federation) and schools of learning the
Greek SL (Students attending in the
schools have the obligation to turn in for a
period of Practical Training)
Logotherapy
New technology, parallel classes
11
Deaf Fellow, graduate of the department
of Graphic Design (2005-9)
Deaf Fellow, graduate of the department
of Informatics (2008-)
English Language by a teacher of English
and interpreter of the Greek Sign
Language (2000-01, 2007-)
Courses: Introduction to Informatics and
Principles of Computer Science (2001-7,
2009-), Computer Graphics (2001-2007),
C Programming, Pascal, Database I,
Database II, Numerical Analysis (2007-).
12
Teaching and learning in the Department
of Informatics
Participation in the Mainstream class.
Participation of Interpreters, use of new
technology (PDAs / Notebooks, chat,
access to Database of lectures and
multimedia educational material, adaptive
Information Retrieval system)
Personalized teaching by deaf fellow
Participation in parallel, assistive class. All
the lectures, questions / answers are
recorded and given to the students for
further study
Students and assessment
13
New technology and learning
PDAs and Notebooks (Supporting mobile
learning)
Multimedia educational material
(lectures, video in SL, text-to-speech
software, etc.)
Universal design, adaptive system,
personalization
Interactive Whiteboards
Pervasive computing
Chat
15
Ongoing activities – perspectives
Development of a network of people: students of
the department, interpreters, social workers and
teachers. This network has to combine two
directions of support, access and participation:
a. The operation of the traditional information
system for storing and retrieving multilingual
learning objects, lectures, and educational material
e.g. Lectures, videos in SL, self-evaluation tests,
case studies.
b. The operation of a collaborative academic social
network of teachers, D-HH students, other
students, social workers, sign language
interpreters, etc.
Key points: Participation of students and teachers,
News and dissemination of information, Social
events, Collaboration to establish terminology in
Greek Sign Language, Links of interest 16
the bilingual teaching and learning
environment
In the same slide
you can read the
text and watch the
related video!
17
Inclusion: Some Results and a preliminary
discussion
Today, Teachers are aware of the problems and
the difficulties of the students. Hence, the
initiative has passed to the teachers in many
cases.
Students usually lack initiative. Things are
changing!
More active participation in the mainstream
class. Students attend all the labs. More
Questions / answers. Presentation of
homework . Presentation of dissertation.
Participation in the Erasmus programme.
Rising of the number of graduates
18
Department Number of Students enrolled to
students the last semester of
their study
Department of Graphic arts technology 6 2
Τεχνολογία
Department of Graphic design 1 1
Department of Photography and 3
audiovisual arts
Department of Informatics 7
Department of Interior architecture, 2
decoration and design
Department of Food technology 1
Department of Librarianship and 1
Information systems
Department of Dental technology 1
Department of Civil works and 1
Infrastructure technology
Department of Antiquities and works of 1 1
art conservation
total 24 4
Total number of students 28 (There are also some deaf students that do not want to
participate in the program)
Students C PASCAL DB1 DB2 Num. Intro enrollment
Analysis
J.Z. - T+L T+L T+L T+L L 2006
V-K.B. L T+L T+L T+L L L 2007
E.T. L T+L T+L T+L - L 2007
K.R. T+L T+L T+L T+L T+L T+L 2008
D.L.* - - - - - - 2008
T.B. L T+L T+L - T+L L 2009
M.S. - - - - - - 2010
S.L - - - - - - 2010
* the student does not participate in the program
T-theory, L-lab (50%+50%)
C programming, Pascal Programming, Database I, Database II, Numerical Analysis,
Introduction to Informatics
Groups Average mark - Average mark - Adaptive self- Self-evaluation -
evaluation - successful
Adaptive self- Self-evaluation
evaluation successful
Group A
(25 14 out of 25 15 out of 25
students) 4,8 5,1
Group B
(7 students) 4,4 4,74 5 out of 7 5 out of 7
Table 1 Evaluation based on two student groups: Hearing students (group A) and D-HH
students (group B)
Introduction to Informatics - Lab
Inclusion
Improvements - Dissemination of information
Participation of hearing students in the parallel
classes
Volunteers
Social events
Theatre
Dictionary in Greek Sign Language of the
Graphics department
(http://www.teiath.gr/sgtks/grafics/)
Animation films by students
22
Acknowledgments
To the students for their participation and their
continuous attempt to improve the level of the
educational dialogue and understanding in the institute
D. Ninos, President of the TEI of Athens for his support
and continuous funding of the project
E. Papageorgiou, Head of the Counselling Service
V. Loussidis (fellow, interpreter)
P. Lambiris, P. Belsis (teaching)
S. Katsoulis, P. Belsis, A. Tsolakidis
Special thanks to the hearing students Aristotle, Anthi,
Sophocles for their participation
23
Thank you!
04/07/10 24
