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23 Technium Soc. Sci. J. 187 (2021)
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. 187