Orchestrating special education during the COVID-19 lockdown. A mapping study of the technologies and challenges
Entity
UAM. Departamento de Ingeniería InformáticaPublisher
IEEEDate
2022-05-11Citation
10.1109/EDUCON52537.2022.9766656
2022 IEEE Global Engineering Education Conference (EDUCON). Tunis, Tunisia, 2022
ISSN
2165-9559DOI
10.1109/EDUCON52537.2022.9766656Funded by
The authors acknowledge the eMadrid Network (e-Madrid- CM project), which is funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2018/TCS- 4307, a project which is co-funded by the European Structural Funds (FSE and FEDER). This work also received partial support from the Project Indigo! (Ministry of Science and Innovation with reference number PID2019-105951RB-I00 / AEI / 10.13039 / 501100011033). This publication reflects the views only of the authors and founders cannot be made responsible for any use which may be made of the information contained therein.Project
Gobierno de España. PID2019-105951RB-I00Editor's Version
https://doi.org/10.1109/EDUCON52537.2022.9766656Subjects
Engineering education; Autism Spectrum Disorder; COVID-19; Digital transformation; InformáticaNote
© 2022 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.Rights
© 2022 IEEE.Abstract
The COVID-19 lockdown entailed changes at all levels. Particularly, closing schools and moving to online education from one day to another revealed limitations in the education system and difficulties to approach remote learning and assistance, particularly, in the case of special education needs. In order to collect how special education was orchestrated along the pandemic, what technologies were involved and the impact they had, we run a survey in which a total of 295 teachers, specialists and relatives of people with autism spectrum conditions participated. This paper contributes analyzing the orchestration of remote special education and provide applicable solutions to build a learning platform adapted to people with special needs, which covers the challenges encountered. In addition, a mapping of technologies is provided that can serve as an ICT selection criteria and benefit people on the spectrum.
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Google Scholar:Chinchay Manco, Yussy Miriam
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Gómez Escribano, Javier
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Montoro Manrique, Germán
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