On Line and other ICTs Applications for teaching math in Special Education

Authors

  • Athanasios Drigas N.C.S.R. "DEMOKRITOS" - INSTITUTE OF INFORMATICS AND TELECOMMUNICATIONS - TELECOMS LAB-NET MEDIA LAB
  • Ioannis Kostas N.C.S.R. "DEMOKRITOS" - INSTITUTE OF INFORMATICS AND TELECOMMUNICATIONS - TELECOMS LAB-NET MEDIA LAB

DOI:

https://doi.org/10.3991/ijes.v2i4.4204

Abstract


The term “students with special needs”, “disabled” or “impaired students” is used to describe some students who have real, persistent, and substantial individual differences and educational needs that regular education has been unable to accommodate. These individual differences vary, from medical conditions such as cerebral palsy, to dyslexia, to pervasive and chronic maladaptive patterns of behaviour. These same students will and should not be considered disabled or impaired once they leave school. Nonetheless, their specialized learning needs are intense and legitimate because students with learning disabilities have significant difficulty acquiring and retaining math and other skills. ICTS are here to play an important role, offering the educators a valuable set of tools to cope with these difficulties. A number of factors are significant to the poor math performance of these students. In this review article we discuss these factors, the contribution of ICTS and make recommendations for a better math performance.

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Published

2014-10-25

How to Cite

Drigas, A., & Kostas, I. (2014). On Line and other ICTs Applications for teaching math in Special Education. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 2(4), pp. 46–53. https://doi.org/10.3991/ijes.v2i4.4204

Issue

Vol. 2 No. 4 (2014)

Section

Papers

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