Interactive White Boards’ Added Value in Special Education

Athanasios Drigas, George Papanastasiou

Abstract


Interactive whiteboards indicate positive effects on students with special educational needs and promote a multi sensory style of learning. In this review paper we cope with the studies that explore the integration of IWBs in special education, in the last fourteen years (2000-2013). Research showed that interactive whiteboards are able to keep Special Education Needs students engaged in classroom facilities scaffolding their learning through technical and pedagogical interactivity. This technology has proven its value added to students with severe, complex, moderate learning disabilities, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder and on deaf, blind or physically impaired.

Keywords


IWB; interactive; multimodal teaching; special education needs;

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International Journal of Online and Biomedical Engineering (iJOE) – eISSN: 2626-8493
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