Daniela Vainer
ABSTRACT
Engaging with emotional communication, especially for special needs students or anyone who might struggle with verbalizing certain mental states, is a crucial component to feeling safe and comfortable inclassroom and home environments. Our research shows that such a skill is important for all students and that utilizing physical objects can be just as meaningful as digital versions, but that digital technologies do have the power to enhance this process, especially during reflection process. We created a three leveled character, called a Tinget, for in time emotional communication, accompanied by a digital reflection journal. Express, Reflect, Repeat. That's our motto.
- Campigotto, Rachelle, et al. "Especially Social: Exploring the Use of an IOS Application in Special Needs Classrooms." Computers & Education, vol. 60, no. 1, 2013, pp. 74--86. Google Scholar
Digital Library
- Hasselbring, and Williams Glaser. "Use of Computer Technology to Help Students with Special Needs." The Future of Children, vol. 10, no. 2, 2000, pp. 102--122. JSTOR, JSTOR, www.jstor.org/stable/1602691.Google ScholarCross Ref
- Knight, B. A. (1999), Towards Inclusion of Students with Special Educational Needs in the Regular Classroom. Support for Learning, 14: 3--7.Google Scholar
- Moore, C., Gilbreath, D. and Maiuri, F. 1998. Educating students with disabilities in general education classrooms: a summary of the research: report from the Western Regional Resource Centre, Eugene, Oregon and Alaska State Department of Education, Juneau (ERIC Document Reproduction Service No. 419329)Google Scholar
- Turnbull, Exceptional Lives: Special Education in Today's Schools. Pearson, 2013.Google Scholar
- Williams (2005) "Using information and communication technology with special educational needs students: The views of frontline professionals", Aslib Proceedings, Vol. 57 Issue: 6, pp.539 553, https://youtu.be/4WoeM0-BgYgGoogle ScholarCross Ref
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