The ICT usage in teaching mathematics to students with special educational needs

In the article, authors have considered the implication of ICT into mathematics educational strategies in the inclusive class of secondary school. The research includes also a presentation of a teacher’s tool, prepared by an author group, on the use of ICT in teaching planimetry and stochastics of children with special educational needs (SEN) in secondary schools. The research has introduced the model of implication ICT and the influence of effective strategies and methods of inclusive education on the math studying process by children with hearing disorder. The possibilities of using the method of educational projects as one of socialization directions are described. The efficiency of the distance learning was discovered that facilitates the self-representation of students with SEN.

[1]  T. Nunes,et al.  Is hearing impairment a cause of difficulties in learning mathematics? , 2021, The Development of Mathematical Skills.

[2]  I. Trubavina,et al.  From the experience of organizing artistic and productive activities of older preschool children by means of distance education in the conditions of quarantine measures for the spread of COVID-19 , 2021, Educational Technology Quarterly.

[3]  N Morze,et al.  Implementation of adaptive learning at higher education institutions by means of Moodle LMS , 2021 .

[4]  M I Zhaldak,et al.  Some applications of cloud technologies in mathematical calculations , 2021 .

[5]  V. Osadchyi,et al.  Using augmented reality technologies for STEM education organization , 2021 .

[6]  D. Bobyliev,et al.  Problems and prospects of distance learning in teaching fundamental subjects to future Mathematics teachers , 2021 .

[7]  T. Kramarenko,et al.  Shift from blended learning to distance one during the lockdown period using Moodle: test control of students’ academic achievement and analysis of its results , 2021, Journal of Physics: Conference Series.

[8]  T A Vakaliuk,et al.  Features of distance learning of cloud technologies for the organization educational process in quarantine , 2021 .

[9]  I. Lénárt.  Comparative Geometry in distance education , 2021 .

[10]  Oleksandr Popov,et al.  The use of online coding platforms as additional distance tools in programming education , 2021 .

[11]  N. Franchuk,et al.  Organization and conduct of classes in educational institutions during distance learning , 2021 .

[12]  R. Gilroy,et al.  Involving older people in inclusive educational research. , 2021, Journal of aging studies.

[13]  Myroslav J. Syvyi,et al.  Distance learning as innovation technology of school geographical education , 2022, AREdu.

[14]  O. Shatunova,et al.  The competences of young teachers in education of pupils with special educational needs , 2020, The Education and science journal.

[15]  Viacheslav V. Osadchyi,et al.  Conceptual model of learning based on the combined capabilities of augmented and virtual reality technologies with adaptive learning systems , 2020, AREdu.

[16]  Viacheslav V. Osadchyi,et al.  Features of implementation of modern AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders , 2020, AREdu.

[17]  Serhiy Semerikov,et al.  Exploring Student Uses of Mobile Technologies in University Classrooms: Audience Response Systems and Development of Multimedia , 2020, ICTERI Workshops.

[18]  T. Konovalenko,et al.  Development of future foreign language teachers’ information literacy and digital skills in Ukrainian context , 2020 .

[19]  N. Volkova,et al.  Methodical requirements for training materials of on-line courses on the platform “Higher school mathematics teacher” , 2020, E3S Web of Conferences.

[20]  Danielle Falk,et al.  Teachers as agents of change: positive discipline for inclusive classrooms in Kakuma refugee camp , 2020 .

[21]  Janet Muscutt.  Child Rights, Disability, School and Educational Psychology and Inclusive Education , 2020 .

[22]  Y. Kosova,et al.  The augmented reality portal and hints usage for assisting individuals with autism spectrum disorder, anxiety and cognitive disorders , 2020, AREdu.

[23]  I. Muzyka,et al.  Analysis of the current state of distance learning in the vocational education and training institutions , 2020, E3S Web of Conferences.

[24]  O. Shestopalova,et al.  Supervision as a model of inclusive education retraining and professional advancement of the school community , 2020, SHS Web of Conferences.

[25]  M. Shyshkina,et al.  Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences , 2020, CTE.

[26]  I. Mintii.  Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process , 2020, CTE.

[27]  S. Tolmachev,et al.  The use of mobile applications and Web 2.0 interactive tools for students' German-language lexical competence improvement , 2020, CTE.

[28]  I. Muzyka,et al.  Application of GeoGebra in Stereometry teaching , 2020, CTE.

[29]  Yevhenii B. Shapovalov,et al.  Model of Using Cloud-Based Environment in Training Databases of Future IT Specialists , 2020, CTE.

[30]  Yevhenii B. Shapovalov,et al.  Analyzing of main trends of STEM education in Ukraine using stemua.science statistics , 2020, CTE.

[31]  I. Stashkevych,et al.  Methodological aspects of preparation of educational content on the basis of distance education platforms , 2020, CTE.

[32]  S. Tolmachev,et al.  The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty , 2020, CTE.

[33]  V. Osadchyi,et al.  Cloud technologies for STEM education , 2020, CTE.

[34]  Vladyslav Kyva,et al.  The methodology of development of information and communication competence in teachers of the military education system applying the distance form of learning , 2020, CTE.

[35]  Wlodzimierz Lewoniewski,et al.  The didactic potential of virtual information educational environment as a tool of geography students training , 2020, AREdu.

[36]  Vladimir I. Zaselskiy,et al.  Prospects of using the augmented reality application in STEM-based Mathematics teaching , 2019, AREdu.

[37]  A. Majnemer,et al.  Participation in leisure activities in adolescents with congenital heart defects , 2019, Developmental medicine and child neurology.

[38]  María José Abásolo,et al.  Experiences in the Use of ICT and Digital Ramps for Students in Tertiary Education with Visual or Hearing Impairment , 2019, CACIC.

[39]  Pavlo Nechypurenko,et al.  Using the Cloud-Oriented Virtual Chemical Laboratory VLab in Teaching the Solution of Experimental Problems in Chemistry of 9th Grade Students , 2019, ICTERI Workshops.

[40]  Leonid Flehantov,et al.  The Simultaneous Use of Excel and GeoGebra to Training the Basics of Mathematical Modeling , 2019, ICTERI Workshops.

[41]  Vladimir Soloviev,et al.  Computer Simulation of Neural Networks Using Spreadsheets: Dr. Anderson, Welcome Back , 2019, ICTERI Workshops.

[42]  Sangeeta Singh.  Revisiting Inclusion of Children with Hearing Impairment: Issues and Possibilities , 2019, Disability Inclusion and Inclusive Education.

[43]  Olha Chorna,et al.  Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university , 2019, CTE.

[44]  Yevhenii B. Shapovalov,et al.  TODOS as digital science-support environment to provide STEM-education , 2019, CTE.

[45]  Tetiana A. Vakaliuk,et al.  Import Test Questions Into Moodle LMS , 2019, CTE.

[46]  Olga Bondarenko,et al.  Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers , 2019, CTE.

[47]  Liudmyla H. Havrilova,et al.  Distance learning courses in developing future music teachers' instrumental performance competence , 2019, CTE.

[48]  Olha Bondarenko,et al.  Google Classroom as a Tool of Support of Blended Learning for Geography Students , 2019, AREdu.

[49]  A. Azaryan,et al.  Blogger and YouTube services at a distant course "Database management system Microsoft Access" , 2018, CTE.

[50]  Snizhana O. Zelinska,et al.  Investigation of Opportunities of the Practical Application of the Augmented Reality Technologies in the Information and Educative Environment for Mining Engineers Training in the Higher Education Establishment , 2018, AREdu.

[51]  Viktor B. Shapovalov,et al.  Structuring Augmented Reality Information on the stemua.science , 2018, AREdu.

[52]  Viktor B. Shapovalov,et al.  The Potential of Using Google Expeditions and Google Lens Tools under STEM-education in Ukraine , 2018, AREdu.

[53]  Mariya Shyshkina,et al.  The Problems of Personnel Training for STEM Education in the Modern Innovative Learning and Research Environment , 2018, AREdu.

[54]  Yuliia V. Yechkalo,et al.  Augmented reality in education of students with special educational needs , 2018, CTE Workshop Proceedings.

[55]  Tamila H. Kolomoiets,et al.  Using the Augmented Reality to Teach of Global Reading of Preschoolers with Autism Spectrum Disorders , 2018, AREdu.

[56]  Oleksandr Burov,et al.  Methods, Forms and Safety of Learning in Corporate Social Networks , 2018, ICTERI.

[57]  Mariya Shyshkina,et al.  The Learning Technique of the SageMathCloud Use for Students Collaboration Support , 2018, ICTERI.

[58]  М.В. Попель,et al.  Сервіси середовища SageMathCloud та їх дидактичний потенціал у процесі навчання інформатичних та математичних дисциплін (Services of SageMathCloud environment and their didactic potential in learning of informatics and mathematical disciplines) , 2018, CTE.

[59]  Yevhenii O. Modlo,et al.  Xcos on Web як перспективний засіб навчання моделювання технічних об'єктів бакалаврів електромеханіки (Xcos on Web as a promising learning tool for Bachelor's of Electromechanics modeling of technical objects) , 2018, CTE.

[60]  Manuel Contero,et al.  Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs. , 2017 .

[61]  H. Kravtsov,et al.  Мультимедийная виртуальная лаборатория по физике в системе дистанционного обучения (Multimedia virtual laboratory for physics in the distance learning) , 2014, CTE.

[62]  Beatrice Hope Benton-Borghi.  Intersection and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, and Content Knowledge (TPACK) on Twenty-First Century Teacher Preparation: UDL-Infused TPACK Practitioner’s Model , 2015 .

[63]  Y. Zaporozhchenko.  USE OF ICT TO IMPROVE THE QUALITY OF INCLUSIVE EDUCATION , 2013 .

[64]  J. Hogben,et al.  Visual and auditory processing and component reading skills in developmental dyslexia , 2006, Cognitive neuropsychology.

[65]  Paula Maccini,et al.  Best Practices for Teaching Mathematics to Secondary Students with Special Needs , 2000 .

[66]  M. Stinson,et al.  The Classroom Communication Ease Scale: Development of a Self-Report Questionnaire for Mainstreamed Deaf Students , 1994, American annals of the deaf.