TELESEICT Guide of Good Practices

This book, Book of Good Practices, highlights the importance of the balance between new technology and good pedagogy. 
Libros
Varios autores
Pedro Tadeu y Carlos Brigas
978-84-15651-86-4
Wolters Kluwer
Biblioteca Digital CdP
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The world is changing and is moving very fast! The Information, Communication, Technology (ICT) tools are used everywhere, anytime in any field, going from Health, Economy, Engineering and of course Education. Our goal in this book is the Education of XXI century, and their need to be adapted to this new changes, by using in a proper way the tools that are at our disposal in the case of Special Education (SE), to meet the needs of all pupils.

The book, Book of Good Practices, highlights the importance of the balance between new technology and good pedagogy and is a part of the activities within the project Teaching and Learning in Special Education with Information, Communication, Technology (TELESEICT 2016-1-PT01KA203-022950), a three-year ERASMUS + project in the framework of Key Action 2 (KA2). This publication has been produced by the partnership and is a collection of formal and informal practices carried out in each partner country, especially in the field of special education.

We include all… and leave no one behind!

(Edición en inglés)

1. KRISTIANSTAD UNIVERSITY, SWEDEN

  • Kristianstad — An example of good ict practice in Sweden.

2. UNIVERSITY OF SEVILLE, ESPANHA

  • Supporting technologies and students with disabilities in the spanish context

3. ZUYD UNIVERSITY OF APPLIED SCIENCES, HEERLEN, THE NETHERLANDS - (REPRESENTING PARTNER UCLL - BELGIUM)

  • Optimizing the delivery, use and evaluation of assistive technology (AT) for dyslexia

4. UNIVERSITY OF PATRAS, GREECE

  • ICT as good practices for students with intellectual disabilities at greek public schools

5. UNIVERSITY OF SZEGED, HUNGARY

  •  Integration and ICT tools in the education of sen students in Hungary

6. PALACKÝ UNIVERSITY OLOMOUC, CZECH REPUBLIC

  • Modern technologies as a means of self-reliance and autonomy in persons with severe visual impairment

7. UNIVERSITY OF ORADEA, ROMANIA

  • Aspects regarding the use of ICT in the inclusive education of visually impaired students. Case study from Romania

8. MARIN BARLETI UNIVERSITY, ALBANIA - (REPRESENTING PARTNER ALBANIAN INSTITUTE FOR PUBLIC AFFAIRS - ALBANIA)

  • Special needs education in Albania and some best practices of ICT-based solutions

9. SAKARYA UNIVERSITY, TURKEY

  • Technological materials used in education of the individuals with autism spectrum disorders in Turkey

10. PO LYTECHNIC INSTITUTE OF GUARDA, CI&DEI, PORTUGAL

  • Education for all, policies implemented in Portugal to achieve this goal
  • Santiago Alonso García
  • Helena Andersson
  • Zoi Apostolou
  • Serhat Arslan
  • Adela Bradea
  • Carlos Brigas
  • Eyüp Çelik
  • Valentin Cosmin Blândul
  • Hagedoren Edith
  • José María Fernández Batanero
  • Ahmet Fidan
  • Anita Habók
  • Dorian Jano
  • Kateřina Jeřábková
  • Horions Katrien
  • Mehmet Kaya
  • Samet Makas
  • Ervis Martani
  • Dalemans Ruth
  • Veronika Růžičková
  • Ümit Sahranç
  • Helena Sjunnesson
  • Pedro Tadeu
  • Erol Uğur
  • Roentgen Uta
  • Tibor Vidákovich
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