Jaime Ribeiro

ICT in the Education of Students with SEN: Perceptions of Stakeholders

Portugal is experiencing a technological reform in education. Technological refurbishing of schools and training of students and teachers is a reality on the rise, enhanced by the implementation of the Education Technological Plan, which also aims at computer skills certification, by 2010, of 90% of teachers. In a School that must be adjusted to all pupils, Special Educational Needs cannot be neglected and the nature and constitution of its computer resources should obviate the support of these students. ICT training is essential to benefit all students from its use. In the case of SEN, this need for training is of paramount importance to establish itself as a facilitator for these students. ICT Coordinators are the visible face of ICT implementation in schools; their functions include the management of the schools computer facilities and to zeal for the ICT training of fellow teachers.

ICT Training for Special Education Frontline Professionals: A Perspective from Students of a Master’s Degree on Special Education

A large number of special education professionals agree on the fact that Information and Communication Technologies (ICT) is an important tool for teachers and students to overcome barriers and promote the acquisition of skills. ICT can promote school and social integration by diminishing the obstacles for students with Special Educa- tion Needs (SEN). A correct educational implementation of ICT depends strongly on the teachers awareness of the possibilities of their application and his/her training and capacity to adapt to the differentiated learning styles that he/she encounters in his/her teaching of SEN students. How- ever, the lack of or no training on ICT is one of the most frequently pointed reasons for not using or for misusing the potential that ICT can offer to the education of pupils with SEN as pedagogical tools or as individual Assistive Tech- nologies (AT). The findings of a survey conducted with teachers attending a Masters Degree on special education, balancing the acquisition of general ICT skills and facts on specially oriented ICT solutions for students with learning disabilities, will be reported here. The educational support provided by trained and specialized professionals at ease with basic ICT skills and assisted by specialized means and techniques constitute a form of aid for the student who needs to see his/her disadvantage reduced or overcome. Index Terms—ICT, SEN, Special Education, Teacher Train- ing

In Case of Doubt See the Manual: A Comparative Analysis of (Self)Learning Packages Qualitative Research Software

One of the first precautions that a consumer/user has when acquiring a new product is related to how to use it. In this context, the user manuals can be assumed as one of the main communication channels between the companies that develop the products and the user. Regarding the use of software packages, literature indicates that one of the decisive factors for user’s dissatisfaction is related to the difficulty in learning how to work with a software. In this context, Qualitative Data Analysis Software (QDAS) enterprises are increasingly looking to develop features that can decrease user’s learning curve of their tools. In this way, this chapter illustrates a comparison of user support features, such as: support and typology of the User Manual; Training; Tutorials; Forums; Frequently asked questions (FAQ’s); Workshops. Through a systematic exploration of the native sites guided by a dedicated checklist, it was sought to identify the singularities of the resources to support (self)learning of the different software packages. In order to systematize the offers that each user can find, enabling him/her to choose the package that provides the solutions that best respond to his/her learning style. It was concluded that among the different software packages there are no noteworthy disparities, only in two packages analysed there were shortcomings in the offer of formative and autonomous learning.

Aiming at the Affective Process of Learning: Social Web and UDL Integrated Strategies to Promote School Attainment

Special Education Needs refers to more than just students with learning disabilities that impair their access to and participation in education. Many others struggle each day just to stay in school, focus on lessons or make sense about what is taught. Several students face underachievement and dropout because they feel that school is outdated, uninteresting and does not fulfill their learning needs. In this paper, the authors offer a proposal, often talked about but rarely put into action to bring back struggling students to school: to use multiple forms of presenting information and expression in order to attract students that need more dynamic and broader learning strategies.

Perspective of Clients and Healthcare Professionals About Occupational Therapy Intervention in Vocational Rehabilitation: A Descriptive-Exploratory Study at a Professional Rehabilitation Centre in Portugal

Vocational rehabilitation (VR) allows individuals to enter, return and/or maintain employment. After literature review, no evidence of VR in individuals with acquired injuries, in Portugal was found. This paper aims to explore and describe the Occupational Therapy (OT) approach in VR and the client’s and the healthcare professionals’ perspectives, at Centro de Reabilitacao Profissional de Gaia. A case study research was carried out with individuals aged 18 to 65 years old, with physical and neurological injuries, and receiving OT intervention; Occupational Therapists and other healthcare professionals working with those clients. To collect and analyse the data, a semi structured interview, focus group and subsequent content analysis by Bardin method were done. Participants’ perspectives were that OT promotes autonomy in occupations, assesses and recommends assistive products and performs functional assessments. Comparing results with literature, the clients and health professionals’ perspective of the OT intervention was consistent with the Occupational Therapist skills and intervention in VR.

Occupational Therapy’s Intervention on Mental Health: Perception of Clients and Occupational Therapists About Intervention Priorities

Literature points out that not always the intervention priorities considered by clients meet with those outlined by Occupational Therapists (OT). The intervention of OT in Mental Health aims to understand how occupations are amended in accordance with client expectations. The research here described seeks to understand the perception of clients and OT on intervention priorities, trying to determine whether there is compliance between the views. Within a qualitative approach was carried out a descriptive and exploratory case study with data triangulation from different sources. Software aided content analysis technique was used for the interpretation of data obtained through semi-structured interviews. OT and clients have differing views regarding intervention and its priorities. While the OT prioritize habits and routines, especially related to the ADL and IADL, customers give special focus to problem solving. It was found that clients are not fully satisfied for not being allowed to work for individual goals.

Bypassing School Disenchantment: Strategies to Promote School Attainment

Special Education Needs refers to more than just to students with learning disabilities that impair their access to and participation in education. Many others struggle each day just to stay in school, focus on lessons or make sense about what is taught. Several students face underachievement and dropout because they feel that school is outdated, uninteresting and does not fulfil their learning needs. Here we offer a proposal, often talked about but rarely put into action to bring back struggling students to school: using multiple forms of presenting information and expression, we can attract students that need more dynamic and broader learning strategies.