Katerina Mavrou

The use of Transana as a video analysis tool in researching computer-based collaborative learning in inclusive classrooms in Cyprus

This paper focuses primarily on the methodological considerations of a study investigating the interactions of pairs of disabled and non‐disabled children working together on computer‐based tasks, in mainstream primary schools in Cyprus. Twenty dyads of pupils (each pair comprising a disabled child and a non‐disabled peer), were observed and videotaped while working together at the computer. Extensive piloting of data collection strategies, coding schemes and methods of analysis led to the use of Transana, a computer‐based qualitative analysis tool, for much of the analysis. Firstly, the analysis involved extracting two ‘video transcripts’ which were synchronized with the video; one for non‐verbal interaction (events) and one for verbal interaction. Two coding schemes were then developed, one for each transcript. The next stage of the analysis involved identification of specific verbal interaction patterns within the non‐verbal (event) phases, in respect to collaboration and inclusion, as documented by specific video clips synchronized with both transcripts. The authors believe that this work is unique in applying Transana in this context and it is suggested that the approach has much to offer researchers seeking to understand the fine grain of interactions in inclusive classrooms.

Assistive technology as an emerging policy and practice: Processes, challenges and future directions

This paper aims to describe the policies and procedures of the use of assistive technology (AT) to support education and social inclusion of children with disabilities in Cypru s, through the investigation of four case studies. The paper initially presents the setting of the use of technology in inclusive an d special education, as very recently developed and shaped in the last five years in the Cyprus educational system. Then, each one of the four case studies of pupils, from different educational settings (primary-inclusive education, primary education-special unit, secondary-inclusive education and special school) is discussed. The case studies are presented aligned in the following axes: demographical characteristics, educational setting, type o f difficulties and characteristics of disability, procedures of referral and assessment for AT, development and implementation of AT for communication, present and future threats, ethical considerations and challenges. Findings highlighted six areas re lated to AT in Cyprus, that need further research and development: teacher training and support for system use; consistency of and between people involved (especially educators and therapists); ongoing assessment and follow-up procedures; multidisciplinarity of support teams in and out of school; home use of systems and devices (related to funding); technical support, development and maintenance.

Deconstructing the Greek-Cypriot new national curriculum: to what extent are disabled children considered in the ‘humane and democratic school’ of Cyprus?

The present paper contextualizes the recent process of development of the New National Curriculum (NNC) for use in Greek-Cypriot public schools. Using content analysis, it pays particular attention to the degree to which the language, performance expectations, and suggested materials described in the NNC take account of disabled children. Notwithstanding the human rights and anti-discrimination rhetoric that surrounds the process of creating an inclusive NNC, the findings presented herein suggest that the curriculum falls short of addressing the rights of disabled children in inclusive education. On the basis of this finding, the paper discusses the dangers inherent in implementing the proposed NNC in its current form.

Employing the principles of universal design for learning to deconstruct the Greek-Cypriot new national curriculum

The present paper discusses issues related to inclusive education and curricula development based on the principles of universal design for learning (UDL), and it reports on the results of a qualitative content analysis of the new national curriculum (NNC) developed for the public Greek-Cypriot schools in Cyprus. According to the findings, the NNC does not accommodate the principles of the UDL to an extent that would enable teachers differentiate their teaching. The argument is advanced that the UDL principles could act as a starting point in developing a more inclusive curriculum; a curriculum that reflects the expressed political commitment to inclusive education and is based on research findings that inform the way curriculum components are addressed.

Graphic symbols for all: using symbols in developing the ability of questioning in young children

Purpose – This study aims to investigate the effects of the use of symbols in the development of young children’s ability to form questions in mainstream early-childhood education. Hypotheses examined whether the use of graphic symbols help 3. 5-5 year-old students to increase the number of questions and the number of words in the questions asked for a particular subject. Design/methodology/approach – Following an experimental design approach, an experimental (EG) and a control group (CG) of children, matched to age (4:2) and to their ability to make questions (pre-test), attended an instructional programme. The EG used Widgit Symbols and the CG the traditional methods used by educators to teach questioning. Data collection involved pre and post oral assessment tests, which measured the number of questions and the length of questions in role play activities. Findings – Findings of the study showed that symbols have positively affected children’s ability to make questions. The EG scored higher than the CG on variables examined, and the within groups improvement (pre to post test) was again higher for the EG. Research limitations/implications – The paper discusses some possibilities of a lengthier implementation of the use of symbols and their effect on language acquisition. Practical implications – The study raises some considerations about the development of new teaching methodologies with the use of symbols and Information Communication Technology to enhance language development and maximize learning for all learners. Originality/value – Usually emphasis is placed on the use of symbols as a means of assistive technology (AT) for the accommodation of the needs of children with disabilities. This paper is an effort to cover a gap in literature and emphasize on the benefits of AT in general learning environments for all

Accessing parental perspectives to inform the development of parent training in autism in south-eastern Europe

Abstract Parent training has been shown to be an important means of supporting families living with autism – but such services are not universally accessible. A multinational project funded by the European Commission has been developed in order to establish such parent training in three south-eastern European countries. To ensure that the training was relevant and appropriate, a survey was carried out in autumn 2015 to ascertain the attitudes of parents of children with autism in Croatia, Cyprus and the Former Yugoslav Republic of Macedonia regarding this issue, and to identify the areas of training that they felt most important. Two hundred and fifty-three surveys were distributed, and 148 were returned, a response rate of 58%. Respondents in the three counties were overwhelmingly positive about parent training, with almost 90% stating that they would like to attend such training. Weekend training sessions were preferred by the majority of respondents. There was wide variation between the three countries with regard to what content was felt important to be included, with parents in the FYR of Macedonia seeking information in the greatest number of areas. Five topics were prioritised by parents across all three countries. These were:• Strategies for enhancing my child’s communication• Strategies on facilitating my child’s interaction with other children• Sensory integration and development• General information on behavioural management strategies• Identifying and/or developing socialisation opportunities

Assistive technology and people: a position paper from the first global research, innovation and education on assistive technology (GREAT) summit

Abstract Assistive technology (AT) is a powerful enabler of participation. The World Health Organization’s Global Collaboration on Assistive Technology (GATE) programme is actively working towards access to assistive technology for all. Developed through collaborative work as a part of the Global Research, Innovation and Education on Assistive Technology (GREAT) Summit, this position paper provides a “state of the science” view of AT users, conceptualized as “People” within the set of GATE strategic “P”s. People are at the core of policy, products, personnel and provision. AT is an interface between the person and the life they would like to lead. People’s preferences, perspectives and goals are fundamental to defining and determining the success of AT. Maximizing the impact of AT in enabling participation requires an individualized and holistic understanding of the value and meaning of AT for the individual, taking a universal model perspective, focusing on the person, in context, and then considering the condition and/or the technology. This paper aims to situate and emphasize people at the centre of AT systems: we highlight personal meanings and perspectives on AT use and consider the role of advocacy, empowerment and co-design in developing and driving AT processes.

Examining peer acceptance in verbal and non-verbal interaction during computer-supported collaborative learning: implications for inclusion

This paper discusses the results of peer acceptance in a study investigating the interactions of pairs of disabled and non-disabled pupils working together on computer-based tasks in mainstream primary schools in Cyprus. Twenty dyads of pupils were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non-verbal interaction and the functional–structural approaches for the verbal interaction. Findings gave an important insight into the interactions among disabled and non-disabled pupils working together at the computer, indicating that peer (non)acceptance came through: (1) response to the peer, articulated through verbal moves that included reply, feedback, evaluation, agree and justify, in both collaborative and non-collaborative events; (2) peer involvement, reflected in requesting involvement of the peer, mainly in collaborative and socio-emotional positive events; (3) individualistic behaviour, present through ignoring the peer in situations of on-and off-task non-collaboration; and (4) peer rejection, containing reaction and protest towards the peer in non-collaborative on-and off-task events as well as socio-emotional negative situations.

Towards full digital inclusion: the ENTELIS manifesto against the digital divide

Purpose The purpose of this paper is to present the work of the European Network for Technology Enhanced Learning in an Inclusive Society project, which addresses the challenges of the digital divide for people with disabilities of all ages. Design/methodology/approach The project employs a number of activities and approaches which involve people with disabilities and other stakeholders, in order collect scientific knowledge, views, suggestions and experiences that will help in bridging the digital divide. These include literature review and qualitative methodologies of data collection, such as interviews with stakeholders, focus groups and living labs. Findings The benefits of (assistive) technology in the lives of people with disabilities are highly appreciated. However, a number of barriers, including lack of digital skills are identified. Thus the development of (assistive) technology competencies programmes is suggested. In addition, there is evidence of the need to further involve all stakeholders and increase awareness. Social implications The most important implication of the project is the production of the manifesto against the digital divide. With this document the project consortium justifies for action on raising awareness regarding the rights of persons with disabilities of all ages to be digitally included. Originality/value The value of the project lies upon the publication of the manifesto against the digital divide, which has already been endorsed by a number of organisations in Europe and elsewhere, with the aspiration of influencing policy makers and practitioners to collaborate in order to bridge the digital divide.

iConstruct: virtual disabilities in online settings

Abstract The present study focused on cultural constructions of disability in virtual settings, examining specifically how cultural constructions of disability were mediated through the use of online technology. This was accomplished by identifying and analyzing Greek Cypriot online news media articles and online readers’ posts in response to these articles. Findings indicated that disability in these online settings mainly reproduced traditional models of disability, with the charity model being more prevalent. However, there were instances in which dominant discourses of disability were ruptured through the introduction of counter-narratives in users’ posts which echoed the human rights model of disability. Implications for the fields of media, education and disability studies are discussed in relation to the possibility of using digital media to contribute to the challenge of critical media literacy to address issues of diversity and disability.