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ICT in Special Educational Needs Schools from Teachers’ Perspective: A Survey

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Blended Learning: Educational Innovation for Personalized Learning (ICBL 2019)

Abstract

The paper presents results of the research dealing with ICT instruction conducted within all (i.e. 273) schools for learners with special needs (SEN) in the Czech Republic. Totally, 882 respondents (511 teachers, 266 class teachers, 105 teaching assistants) participated in the research. Data were collected via questionnaire consisting of 28 items and requiring open, closed, or combined types of answers. The questionnaire was sent by e-mail in e-form to all headmasters of Czech SEN schools and was also available on the social network Twitter. The questionnaire was anonymous; if double submissions appeared, one of them was included in the sample only. Collected data provide detailed information about the sample group (age, gender, qualification, teaching practice). They are displayed in tables and show results in three fields: (1) ICT equipment and teachers’ skills in working with PC, notebook, tablet and interactive board, (2) teachers’ view on what teachers’ and learners’ favourite ICT are, and (3) teachers’ feedback on the Framework Educational Programme for SEN schools.

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Acknowledgements

The paper is supported by SGS06/PdF/2018-2019 project Individualizace výuky na nižším stupni ZŠ pomocí mobilních dotykových zařízení [Individualization of instruction on the primary schools through mobile touch devices].

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Correspondence to Vojtech Gybas .

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Gybas, V., Kostolanyova, K., Simonova, I. (2019). ICT in Special Educational Needs Schools from Teachers’ Perspective: A Survey. In: Cheung, S., Lee, LK., Simonova, I., Kozel, T., Kwok, LF. (eds) Blended Learning: Educational Innovation for Personalized Learning. ICBL 2019. Lecture Notes in Computer Science(), vol 11546. Springer, Cham. https://doi.org/10.1007/978-3-030-21562-0_14

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  • DOI: https://doi.org/10.1007/978-3-030-21562-0_14

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-21561-3

  • Online ISBN: 978-3-030-21562-0

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