Multimodal Resources to Facilitate Language Learning for Students with Special Needs.
Multimodal Resources to Facilitate Language Learning for Students with Special Needs.
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促进有特殊需要的学生的语言学习的多模式资源。
DOI：
10.5539/ies.v7n8p85
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Kuang
中科院分区：
文献类型：
--
作者：
Kuang
有特殊需要的学生通常与班上的其他学生隔离，必须参加为他们设计的特定课程。本报告描述了一项行动研究项目，涉及两名有听力障碍的学生，他们正在科技大学学习课程。一位患有轻度自闭症的学生被任命为助教，因为课程老师希望为他提供表达自己和与他人交流的机会。课程老师通过交互式白板和视频课本的方式呈现材料，以最大限度地提高学生的理解和促进学习，而自闭症助理也使用交互式白板，经常帮助两个学生复习所学内容。文献综述的重点是交互式白板和活动理论在教育中的使用，特别是对有特殊需要的学生。本文最后声明，研究结果是令人鼓舞的积极结果。提出建议以协助希望采取进一步措施在特殊需要教育中使用计算机技术的教师。
Students with special needs are often isolated from the rest of the class and have to attend specific courses designed for them. This report describes an action-research project with two students with a hearing impediment and who were following a course at a university of science and technology. A student with mild autism was appointed as a teaching assistant because the course teacher wanted to provide him with the opportunity to express himself and to communicate with others. The course teacher presented material by means of an interactive whiteboard and video-based coursebook to maximise student understanding and foster learning, while the autistic assistant, also using an interactive whiteboard, often helped the two students go over what they had learned. A literature review focuses on the use of an interactive whiteboard and activity-theory in education, especially with students with special needs. This paper concludes with the statement that the findings were encouragingly positive. Suggestions are made to assist teachers who would like to take further steps towards the use of computer technology in special needs education.