Creative Teaching with ICT Support for Students with Specific Learning Disabilities

被引：7

作者：

Obradovic, Svetlana ^{[1
]}

Bjekic, Dragana ^{[2
]}

Zlatic, Lidija ^{[3
]}

机构：

[1] EEEK KATERINIS, Neo Keramidi 60100, Katerini, Greece

[2] Univ Kragujevac, Fac Tech Sci Cacak, Svetog Save 65, Cacak 32000, Serbia

[3] Univ Kragujevac, Fac Teacher Educ Uzice, St Sava Sq 36, Uzice 31000, Serbia

来源：

INTERNATIONAL CONFERENCE EPC-TKS 2015 | 2015年 / 203卷

关键词：

specific learning disabilities; creativity; teaching; e-education; CHILDREN; MEMORY; SKILLS; EDUCATION; DEFICITS; DYSLEXIA;

D O I：

10.1016/j.sbspro.2015.08.297

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Every person has creative capabilities. Creative inclusive education has to recognize and support the development of the creativity of people who also have some specific learning disabilities (SLD), taking into account their distinctiveness as a result of certain developmental disorders. In the paper, we analysed the possibilities for offering creative and instructional support to students with dyslexia, to develop alternative and compensatory strategies, which lead to the realization of established goals in their daily and academic activities. The basis of amultisensory approach in the process of learning and training students with dyslexia has been an integral part of many programs for remedying and overcoming readingdifficulties. A creative use of ICT tools in teaching should be organized to promote studentparticipation and cooperative learning with and without SLD. There are some examples of the creative use of ICT as a teaching support for students with SLD. (C) 2015 The Authors. Published by Elsevier Ltd.

引用

页码：291 / 296

页数：6

共 34 条

[21]

Price G. A., INTEGRATING THEDYSLE

[22] The use of music to enhance reading skills of second grade students and students with reading disabilities [J].

Darrow, Alice-Ann ;

Standley, Jayne ;

Swedberg, Olivia .

JOURNAL OF MUSIC THERAPY, 2007, 44 (01) :23-37

[23]

Renzulli J.S., 1984, The three-ring conception of giftedness: A developmental model for creative productivity

[24]

Richards R.E., 2007, Everyday creativity and new views of human nature: Psychological, social, and spiritual perspectives

[25]

Snowling MJ., 2000, DYSLEXIA, V2

[26] Sustained selective attention skills of preschool children with specific language impairment: Evidence for separate attentional capacities [J].

Spaulding, Tammie J. ;

Plante, Elena ;

Vance, Rebecca .

JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH, 2008, 51 (01) :16-34

[27] Transforming teaching and learning: embedding ICT into everyday classroom practices [J].

Sutherland, R ;

Armstrong, V ;

Barnes, S ;

Brawn, R ;

Breeze, N ;

Gall, M ;

Matthewman, S ;

Olivero, F ;

Taylor, A ;

Triggs, P ;

Wishart, J ;

John, P .

JOURNAL OF COMPUTER ASSISTED LEARNING, 2004, 20 (06) :413-425

[28]

Tacchi J. A., 2005, INFORM SOC RES GROUP

[29] Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI [J].

Temple, E ;

Deutsch, GK ;

Poldrack, RA ;

Miller, SL ;

Tallal, P ;

Merzenich, MM ;

Gabrieli, JDE .

PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA, 2003, 100 (05) :2860-2865

[30]

Trei L., 2003, REMEDIATION TRAINING

← 1 2 3 4 →