Summary 6. Serving students with special needs better: How digital technology can help | OECD Digital Education Outlook 2021 : Pushing the Frontiers with Artificial Intelligence, Blockchain and Robots | OECD iLibrary www.oecd-ilibrary.org
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OECD Outlook 2021 advocates for the use of digital technology, including AI, blockchain, and robots, to address special needs while also considering ethical, privacy, and affordability issues.
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Key Points
- Digital technology can support students with special needs by providing personalized learning experiences and facilitating communication between educators, parents, and stakeholders.
- Artificial intelligence (AI) can analyze data to tailor instruction for students with special needs and automate administrative tasks for educators.
- Blockchain technology can provide secure recording and verifying of educational credentials for individuals with disabilities.
- Robots, such as social robots, can assist in social interactions and delivering structured instruction for students with special needs.
- The importance of ethical and privacy considerations when using digital tools for students with disabilities is emphasized.
- Smart technologies, including touchscreen devices, are being developed to improve graphical access for visually impaired students.
- Involving children with special educational needs in technology design can lead to experiences tailored to their specific needs.
Summaries
21 word summary
OECD Outlook 2021 promotes digital tech for special needs, such as AI, blockchain, and robots, addressing ethical, privacy, and affordability concerns.
82 word summary
The OECD Digital Education Outlook 2021 advocates for using digital technology to enhance support for students with special needs, emphasizing personalized learning, AI for predicting performance, blockchain for verifying credentials, and robots for social interactions. Ethical and privacy considerations, affordability, and lack of educational AI systems targeting these students are highlighted. Technology includes systems for autistic children, dysgraphia detection, dyslexia, and dyscalculia, as well as support for blind and visually impaired students. Involving children in the design process can improve educational experiences.
179 word summary
The OECD Digital Education Outlook 2021 focuses on using digital technology to enhance support for students with special needs and promote inclusive education. It emphasizes the importance of personalized learning experiences and communication among educators, parents, and stakeholders. Artificial intelligence is highlighted for identifying patterns, predicting student performance, and automating administrative tasks. Blockchain technology records and verifies educational credentials, while robots aid in social interactions and instructional support. The report stresses ethical and privacy considerations, affordability, and lack of educational AI systems targeting these students. Learner-centered smart technologies include systems for autistic children, dysgraphia detection, dyslexia, and dyscalculia. Technology also facilitates access to the curriculum and disability-specific support. Existing technology supports blind and visually impaired students, and the future lies in developing holistic systems that address real needs. Research explores the impact of digital technology on students with disabilities, with tools such as intelligent tutoring systems, AI, robots, multisensory environments, and touchscreen-based graphics identified for better serving students with special needs. Involving children in the design process can leverage the capabilities of AI and robotics to improve educational experiences.
387 word summary
The OECD Digital Education Outlook 2021 delves into the use of digital technology to enhance support for students with special needs and promote inclusive education. It underscores the importance of utilizing digital tools to provide personalized learning experiences and facilitate communication among educators, parents, and other stakeholders. Artificial intelligence (AI) is highlighted for its role in identifying patterns, predicting student performance, and automating administrative tasks to allocate more time for direct student support. Blockchain technology is noted for its secure and transparent way of recording and verifying educational credentials, while robots can aid in social interactions and instructional support.
The report emphasizes the need for ethical and privacy considerations when employing digital tools to assist students with special needs, stressing responsible and inclusive use to ensure all students benefit. It also addresses the affordability and lack of educational AI systems targeting these students. The potential of smart technologies is particularly crucial due to the likely increase in students with special needs, intersecting with the broader equity agenda to close the achievement gap and improve learning outcomes.
Learner-centered smart technologies include the ECHOES environment for autistic children, a system for detecting dysgraphia, and technologies for dyslexia and dyscalculia. The ECHOES environment aims to support autistic children's social communication skills through playful learning activities, while the dysgraphia detection system provides a detailed analysis of writing difficulties. Smart technologies for dyslexia and dyscalculia are also being developed to address specific needs. Additionally, technology plays a vital role in facilitating access to the curriculum and providing disability-specific support.
Students with visual impairments face challenges in accessing educational materials, but existing technology such as refreshable Braille display devices and software-based programs supports blind and visually impaired students. Touchscreen-based smart devices offering auditory and vibrotactile feedback show promise for improving graphical access. The future of smart technologies for learners with special educational needs lies in developing holistic systems that address real needs and incorporate human and artificial intelligence.
Research has explored the impact of digital technology on students with disabilities, including autism, dysgraphia, and visual impairments. Intelligent tutoring systems, AI, robots, multisensory environments, and touchscreen-based graphics have been identified as tools to better serve students with special needs. Involving children with special educational needs and disabilities in the design process can help leverage the capabilities of AI and robotics to improve educational experiences.
538 word summary
The OECD Digital Education Outlook 2021 explores the potential of digital technology to support students with special needs and promote inclusive education. It emphasizes the importance of leveraging digital tools to provide personalized learning experiences and facilitate communication between educators, parents, and other stakeholders. The report highlights the role of artificial intelligence (AI) in identifying patterns and predicting student performance, as well as automating administrative tasks to allocate more time for direct student support. Blockchain technology offers a secure and transparent way to record and verify educational credentials, while robots can facilitate social interactions and provide instructional support.
The report acknowledges the need for careful consideration of ethical and privacy implications when using digital tools to support students with special needs. It emphasizes the importance of responsible and inclusive use of technology to ensure that all students benefit from these advancements. The chapter explores the role of technology in supporting students with special needs, addressing affordability and the lack of educational AI systems targeting these students.
The potential of smart technologies to serve and support students with special needs is particularly important due to the likely increase in students identified with such needs. It intersects with the broader equity agenda and can help close the achievement gap and improve learning outcomes within countries. The chapter focuses on learner-centered approaches to smart technologies, including the ECHOES environment for autistic children, a system for detecting dysgraphia, and technologies for dyslexia and dyscalculia.
The ECHOES environment aims to scaffold autistic children's exploration and learning of social communication skills through playful learning activities, while the system for detecting dysgraphia provides a finely grained analysis of writing difficulties. Additionally, smart technologies for dyslexia and dyscalculia are being developed to support students with these specific needs. Technology plays a crucial role in supporting students with special needs, from facilitating access to the curriculum to providing disability-specific support.
Students with visual impairments face challenges in accessing educational materials, particularly graphics, but existing technology supporting blind and visually impaired students includes refreshable Braille display devices and software-based programs. Promising solutions for improving graphical access include using touchscreen-based smart devices to provide auditory and vibrotactile feedback. The future of smart technologies for learners with special educational needs lies in the development of holistic smart systems that address real needs and incorporate human and artificial intelligence.
Research and studies have explored the impact of digital technology on students with disabilities, including autism, dysgraphia, and visual impairments. Intelligent tutoring systems, artificial intelligence, robots, multisensory environments, and touchscreen-based graphics have been identified as tools that can help educators better serve students with special needs. Educators play a crucial role in supporting students with special needs through the use of digital technology. Their perspectives on using humanoid robots with autistic learners in special education settings have been explored.
In conclusion, digital technology has the potential to significantly improve the educational experience for students with special needs. From intelligent tutoring systems to inclusive educational technologies, these tools have the capacity to address the unique challenges faced by students with disabilities. By involving children with special educational needs and disabilities in the design process and leveraging the capabilities of artificial intelligence and robotics, educators can better serve the diverse needs of their students.
1811 word summary
The OECD Digital Education Outlook 2021 discusses how digital technology can help serve students with special needs more effectively. The report delves into the potential of artificial intelligence, blockchain, and robots to push the frontiers of education. It emphasizes the importance of leveraging digital tools to support students with special needs and promote inclusive education.
Digital technology has the potential to address the diverse needs of students with disabilities and learning differences. By providing personalized learning experiences, adaptive technologies can cater to individual strengths and weaknesses. This approach can help students with special needs overcome barriers to learning and achieve their full potential. Moreover, digital tools can facilitate communication and collaboration between educators, parents, and other stakeholders involved in the student's education.
One key aspect highlighted in the report is the role of artificial intelligence (AI) in supporting students with special needs. AI-powered tools can analyze data to identify patterns and predict student performance, enabling educators to tailor instruction to meet individual needs. Furthermore, AI can assist in automating administrative tasks, allowing educators to allocate more time to providing direct support to students with special needs.
Blockchain technology is another innovative tool that can contribute to serving students with special needs more effectively. By providing a secure and transparent way of recording and verifying educational credentials, blockchain can help individuals with disabilities access education and employment opportunities. This technology can also streamline the process of documenting and sharing individualized education plans and accommodations for students with special needs.
The report also explores the potential of robots in supporting students with special needs. Social robots, for example, can be used to facilitate social interactions and provide emotional support to students who may struggle with traditional forms of communication. Additionally, robots can assist in delivering repetitive or structured instruction, freeing up educators to focus on providing personalized support.
Despite the promising potential of digital technology in serving students with special needs, the report acknowledges the need for careful consideration of ethical and privacy implications. It emphasizes the importance of ensuring that digital tools are used in a responsible and inclusive manner, taking into account the diverse needs and preferences of students with disabilities.
In conclusion, the OECD Digital Education Outlook 2021 highlights the transformative impact that digital technology can have on serving students with special needs. By leveraging artificial intelligence, blockchain, and robots, educators can provide personalized support, promote inclusive education, and create more equitable learning opportunities for all students. However, it is essential to approach the use of digital tools with careful consideration of ethical and privacy considerations to ensure that all students benefit from these advancements.
This chapter explores the role of technology in supporting students with special needs, from helping disabled students access the curriculum to providing disability-specific support for inclusive school settings. The importance of supporting students with special needs is highlighted, along with how technology can support a variety of special needs and the need for developers to consider affordability.
The role of technology in providing support for students with special needs is widely recognized, with evidence for the effectiveness of hardware platforms and specialized software. Educational technologies are likely to play an increasingly pervasive role for students with special needs. However, there is a significant lack of educational artificial intelligence (AI) systems that target students with special needs.
The potential of smart technologies to serve and support students with special needs is particularly important due to the likely increase in students identified with such needs. There has been a steady increase in developmental disabilities, with significant implications for education and technology. Disabled children are at a disadvantage compared to their typically developing peers, affecting their integration into society and career prospects.
Supporting students with special needs intersects with the broader equity agenda and can help close the achievement gap and improve learning outcomes within countries. The chapter focuses on learner-centered approaches to smart technologies, including the ECHOES environment for autistic children, a system for detecting dysgraphia, and technologies for dyslexia and dyscalculia.
The ECHOES environment is designed to scaffold autistic children's exploration and learning of social communication skills through playful learning activities, some involving a virtual character. Social and communication difficulties can have a profound and sustained impact on an individual's social and emotional well-being. ECHOES aims to identify children's strengths and provide experiences that are engaging and motivating.
A system for detecting dysgraphia has been developed, which can detect dysgraphia with a high degree of accuracy and does not require any specialist hardware. This system can analyse the process of writing, rather than just the product, providing a more finely grained analysis of the difficulties the child is experiencing. Additionally, smart technologies for dyslexia and dyscalculia are also being developed to support students with these specific needs.
In conclusion, technology plays a crucial role in supporting students with special needs, from facilitating access to the curriculum to providing disability-specific support. The development of smart technologies for students with additional needs can have a significant impact on their education and future prospects. These technologies should be designed to be engaging, motivating, and supportive of the individual needs of each student.
Students with visual impairments face challenges in accessing educational materials, particularly graphics. While screen readers and refreshable Braille displays help with written text, there is a lack of low-cost solutions for accessing graphical content. The absence of alt-text descriptions for web graphics and interactive or automatically updated graphics further hinders accessibility. Novel interactive technologies for learning, which rely on visual content and interactions such as drag and drop, pose additional challenges for visually impaired students. The heavy reliance on graphical representations in subjects like STEM subjects further compounds the issue.
Existing technology supporting blind and visually impaired students includes portable refreshable Braille display devices, such as Braille Me, BrailleRing, and Orbit Reader, which allow access to written learning materials and books in Braille. Another type of device is the Finger Reader, a wearable device that reads aloud text using a camera, text recognition, and text-to-speech algorithms. Software-based programs like SuperNova and Jaws also aid students with visual impairments, dyslexia, or related learning difficulties. However, there is no low-cost solution for graphical representations, and access to graphical information remains a challenge.
Promising solutions for improving graphical access include using touchscreen-based smart devices such as phones or tablets to provide auditory and vibrotactile feedback to students with visual impairments. This approach leverages the inbuilt capacity of touchscreen devices to provide information through multiple modalities, including visual, auditory, and tactile modalities. A combination of auditory and vibratory feedback can be used to convey graphical information, representing an improvement over systems that provide both types of information through a single modality.
The future of smart technologies for learners with special educational needs lies in the development of holistic smart systems that address real needs, are designed with an understanding of end users and the context of use, and incorporate a blend of human and artificial intelligence. It is crucial to prioritize the development of technologies that address a real need, involve children with disabilities in the design process, and consider the context of use. Designing technologies with an understanding of the wider pedagogical ecosystem is essential for successful implementation in educational settings.
In order to support learners with special needs effectively, it is important to create smart systems using technologies that are available to the intended users. Touchscreen devices offer advantages over specialized hardware systems by providing opportunities for creating novel and innovative learning experiences for students with special needs while remaining relatively low in cost and widely available. Furthermore, blending human and artificial intelligence can enhance the complex orchestration involved in working with children with special educational needs by offering support for recognizing needs, providing additional knowledge and insight about the child, and offering adaptable support at multiple levels.
In conclusion, smart technologies offer real promise in offering targeted and more sophisticated support for learners with special needs. By embedding the latest advances in artificial intelligence, as well as the most up-to-date understanding of special needs and disability, in readily available, low-cost technologies, there is a real opportunity to make a difference to learners across the globe. Continued research and development in this area will be crucial for achieving this goal.
The use of digital technology in education has the potential to significantly improve the learning experience for students with special needs. Research and studies have explored the impact of digital technology on students with disabilities, including autism, dysgraphia, and visual impairments. Intelligent tutoring systems, artificial intelligence, and robots have been identified as tools that can help educators better serve students with special needs. Additionally, there is a need to address the social and emotional challenges faced by these students.
Artificial intelligence has been recognized as a powerful tool in education, with applications ranging from intelligent tutoring systems to inclusive educational technology. Studies have shown the effectiveness of intelligent tutoring systems in providing personalized learning experiences for students with special needs. Additionally, artificial intelligence has the potential to support autistic children in developing social communication skills.
The prevalence of developmental disabilities, including autism, dysgraphia, and visual impairments, underscores the importance of addressing the unique needs of these students. Research has shown that children with autism often face challenges in social interactions and friendships, which can lead to feelings of loneliness and depression. Students with dysgraphia and visual impairments also require specialized support to overcome the barriers to learning presented by their conditions.
Inclusive educational technologies, such as multisensory environments and touchscreen-based graphics, have been developed to address the specific needs of students with visual impairments. These technologies aim to provide non-visual access to graphical information and improve the comprehension of STEM graphics for students with visual impairments.
Educators play a crucial role in supporting students with special needs through the use of digital technology. Their perspectives on using humanoid robots with autistic learners in special education settings have been explored, highlighting the potential benefits of these technologies in enhancing the learning experience for students with autism. Additionally, educators' views on using human and artificial intelligence to support autistic children's social communication skills have been studied.
Furthermore, there is a need to involve children with special educational needs and disabilities in technology design in order to create experiences that are worth communicating about. Participatory design approaches have been explored as a means of involving these children in the design process of technologies that are tailored to their specific needs.
Overall, digital technology has the potential to significantly improve the educational experience for students with special needs. From intelligent tutoring systems to inclusive educational technologies, these tools have the capacity to address the unique challenges faced by students with disabilities. By involving children with special educational needs and disabilities in the design process and leveraging the capabilities of artificial intelligence and robotics, educators can better serve the diverse needs of their students.
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Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation
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