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Special education vs regular education
History of special education worldwide
History of special education worldwide
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Recommended: Special education vs regular education
1.0 Introduction
Education for children with special needs (disabled children) is the field of education that uses virtual reality to overcome the problems and defects in an artificial environment. Special education in Malaysia was started in 1920 by a handful of volunteers involved in the development of the deaf and blind school. There are three statutory bodies involved in the development of special education in Malaysia Ministry of Health, Ministry of National Unity and Development of the Community, and Ministry of Education Malaysia. Term children with disabilities are commonly used to refer to children of physical, sensory, cognitive, or mental health intelectual. The use of virtual reality in the context of education enable the provision of cognitive and affective learning for teachers and students. The types of disability is spinal injuries, down syndrome, cerebral palsy, asperger's syndrome and acquired brain injury. Studies on a variety of literature (Levin,2011; Abas & Zaman, 2010; Chien & Ting, 2010; Sanchez, Tadres, Pascual-Leone & Merabey, 2009; Richard, Billaudeau, Richard & Gaudin, 2007; Lanyi, Geist, Karolyi, Tilinger & Magyar, 2006 ) used for virtual reality helps in learning for disabled children.
2.0 Literature Review
Applications of virtual reality have been used in the re-establishment by providing children with the special requirement. For example when play toy that should be fine and not harm the children (2011). According to (Campbell, 2006), virtual environments have the potentials with children that have disability in term of cerebral palsy and hold great guarantee as a new affective involvement in order to getting your strength back self-competence and motor performance. The virtual environments also h...
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...). Augmented Reality-Based Assitive Technology for Handicapped Children, 1, 61-64.
7. McComas, J., Pivik, J., & Laflamme, M. (1998). Current Uses Of Virtual Realitty For Children With Disabilities. Virtual Environments in Clinical Psychology and Neuroscience .
Mindy F.Levin (2011) Virtual Reality : Rehabilitation Application in Children with Disabilities. McGill.
Richard, E., Billaudeau, V., Richard, P., Gaudin, G.(2007). Augmented Reality for Rehabilitation of Cognitive Disabled Children : A Priliminary Study, 102-108.
Sanchez, J. H., & Flores, H. E. (2002). AudioMath: blind children learning mathematics through audio.
Sanchez, J., Tadres, A., Leone, P. A., Merabey, L., (2010). Augmented Reality-Based Assitive Technology for Handicapped Children, 29-36.
Yu, L. C., & Ting, C. J. (2010). Augmented Reality-Based Assitive Technology for Handicapped Children.
In this paper I will discuss two different case studies. The first case study involves a 35-month old girl named Kim who struggles with meal time, potty training, and play time with others. I will discuss four assistive technology devices, that would work for Kim. These devices will assist Kim with balance, mobility and undressing. The second case study involves a school age child name Billy, who struggles with benchmark objectives. Billy is in the fourth grade and use Assistive technology devices reading and math. I will discuss different AT devices that can be used to assist Billy with reading and math.
Wendy Keay-Bright and Imogen Howarth From the issue entitled "Special Issue on Autism and Technology" Personal and Ubiquitous Computing Volume 16, Number 2 (2012), 129-141, DOI: 10.1007/s00779-011-0381-5
Autism is a neurological developmental disability that affects a person’s behavior and communication skills (AutismResearchNetwork.org). Commonly, those with Autism are diagnosed very early in childhood. Autism is the fastest- growing developmental disability known, with its prevalence appearing in 1 out of every 68 births (www.autismspeaks.org). The autism spectrum is so large, ranging from mild to severe symptoms, that no two people diagnosed are alike. With autism being the most common disorder among the human race (www.webmd.com), doctors and science, have come together to improve the technology in helping those with autism in many ways. New advancements have been developed to diagnose autism earlier, help create more successful treatments, and to help better an educational plan for people with autism. There are many theories but no known single cause for autism. There are also many treatments but no known cure for autism. In my paper, I am going to review the technology aspect into this disorder. Technology has enhanced different treatments, enabled earlier diagnoses, and furthered education levels in those with autism. The focus of my report will be on these three categories; diagnoses, treatments and education.
Click the image below and visit Nancy's site, Special Appucations to see information and tools to help make the learning process fun and engaging for kids with special needs.
Riviere, A. Assistive Technology: Meeting the Needs of Adults with Learning Disabilities. Washington, DC: NALLD, 1996. (ED 401 686)
This paper will discuss My Virtual Life child development. I will go into detail how the theoretical framework and parental decision making I used with my child from birth to 18 years of age influenced my decision making and my virtual child’s life. I will discuss how I feel the theories I used and the decisions made had an impact on why my child is in the position he is, at 18-years of age.
Gaming allows for other applications to be applied augmented reality. “Augmented reality can help in training, such as learning how to weld aided by a 3D environment that tracks user movements precisely. Seabery Augmented Training's Soldamatic application… could be used for medical training, bomb disposal and other industry verticals.” Another field that could benefit from AR technologies is the medical field, more specifically the surgical field.
Assistive technology is often used by individuals with a learning disability. A learning disability “describes a neurobiological disorder in which a person’s brain works or is structured differently” (Lee1). A person’s abilities can be severely affected from a learning disability. They may listen differently, talk differently, write, spell, organize, and work with school subjects in a different way. Learning disabilities also affect people’s individual and personal lives to a great extent. According to the National Institutes of Health, one in seven children has a learning disability. The disability manifests itself when the child shows difficulty in reading, writing, spelling, and conversing with others. The added time they need to process information may make them seem less intelligent then others around them, but this is not the case. Individuals with learning disabilities are just as smart as anyone else; they just need to learn in a different way. The earlier a learning disability is noticed and detected, the earlier a child may be able to learn how to deal with or compensate for it (Lee 1). This is where assistive technology comes into play.
Augmented Reality (AR) is a real time direct or indirect view of the physical real world that is enhanced or augmented with computer generated information. AR is both interactive and registered in 3D, combining real and virtual objects. AR enhances a user’s perception of the real world and the way they interact with it. The augmented Reality’s main purpose is simplifying the user’s life, by bringing virtual information to their immediate surroundings through an indirect view of the real-world environment. Although augmented reality is like Virtual reality (VR), AR is an enhanced view of the real world, where VR is a pure virtual environment.
applications, or apps for short, have been made in order to assist children with autism and
... CLD info sheets: assistive technology. Council for Learning Disabilities. Retrieved on April 24, 2005, from http://www.cldinternational.org/c/@CS_yKIo7l8ozY/Pages/assistive.html
The final part of the paper will look specifically into spatial augmented reality and its potential by examining research that has been conducted by universities and research boards.
Bowser and Reed [1995] as cited by Bryant et al [1998] argue that as a child progresses through the Education System, their requirements change and this may necessitate a need for different devices. This is not limited to those children with a physical disability but is relevant to all children with SEN as they progress and the Education System places additional burdens upon them. For children with a visual impairment ICT can provide support in various ways; tools to support communication, to improve access to information and as a means of producing learning materials in alternative. There is a wide range of devices and software, which can
“Augmented Reality is a technology, a field of research, a vision of future computing, an emerging commercial industry and a new medium for creative expression.” (Becker, 2010)
The Purpose of this research paper is to explore the possibilities in virtual reality that helps with education. Is it possible to use virtual reality in the educational system? What does it bring to the table that conventional teachings do not? What other devices are coming to the market that can be used? In this paper we will also be looking at few examples of virtual reality video games that are now used in the glass room or are about to be.