##plugins.themes.bootstrap3.article.main##

The Institute of Educational Policy, seeking to realize inclusive policies and practices planned the project: “Design and Development of Universally Accessible Educational Material.” Its objectives are the development of universally designed digital educational materials for nursery primary and secondary school students with disabilities or special educational needs. The project focuses on developing new open source digital educational material and software for special education in Greece, adopting and using the popular platform OpenEdX of asynchronous e-learning that allows the organization of Massive Open Online Courses (MOOCs), aimed at distance learning and training of the teachers of general and special education.

Downloads

Download data is not yet available.

References

  1. UNESCO, “ICTs in education for people with special needs.,” in New York, NY: UNESCO Institute for Information Technologies in Education, 2006.
     Google Scholar
  2. V. Kourbetis, “Ekpedeutiko iliko ke efarmoges gia mathites me anapiria.,” in 5th Panhellenic Conference of Educational Sciences, 2016.
     Google Scholar
  3. K. J. Topping and S. Maloney, The RoutledgeFalmer reader in inclusive education. Routledge, 2005.
     Google Scholar
  4. UΝESCO, “Changing Teaching Practices. Using curriculum differentiation to respond to students’ diversity.,” 2004.
     Google Scholar
  5. A. Zoniou-Sideri, “Entaksi atomon me anapiria kai analytika programmata.,” 2016. [Online]. Available: www.Specialeducation.gr.
     Google Scholar
  6. Α. Zoniou-Sideri, Sygrones entaksiakes prosegisis, B praksi. 2004.
     Google Scholar
  7. M. Izzo, W. B.-U. A. in the I. Society, and U. 2015, “Universal design for learning: enhancing achievement and employment of STEM students with disabilities,” Springer.
     Google Scholar
  8. D. Rose and A. Meyer, “Teaching every student in the digital age: Universal design for learning.,” 2002.
     Google Scholar
  9. CAST., “Universal design for learning guidelines (version 2.0). Wakefield, MA: Author.” 2011.
     Google Scholar
  10. G. Smith and S. Throne, “Differentiating instruction with technology in K-5 classrooms,” 2007.
     Google Scholar
  11. UNESCO, “ICTs in education for people with disabilities. Review of innovative practice.,” 2011.
     Google Scholar
  12. A. Istenic Starcic and S. Bagon, “ICT-supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970-2011,” Br. J. Educ. Technol., vol. 45, no. 2, pp. 202–230, Mar. 2014.
     Google Scholar
  13. D. Passey, Inclusive technology enhanced learning: overcoming cognitive, physical, emotional, and geographic challenges.
     Google Scholar
  14. J. Creswell, “Educational research: Planning, conducting, and evaluating quantitative,” 2002.
     Google Scholar
  15. L. Barton, “Emancipatory research and disabled people: some observations and questions,” Educ. Rev., vol. 57, no. 3, pp. 317–327, Nov. 2005.
     Google Scholar
  16. V. Gelastopoulou, M., Kourbetis, “I aksiopiisi ton Technologion Pliroforias ke Epikinonion sto plesio tis entaksiakis ekpedeusis.,” in Proceedings of the 9th PanHellenic Conference of ICT in Education, 2015, pp. 855–863.
     Google Scholar
  17. U. G. A. C. on the R. of P. with D. Resolution, “adopted by the General Assembly, 24 January 2007, A/RES/61/106,” 2007. [Online]. Available: http://www.refworld.org/docid/45f973632.html [accessed 12 June 2017].
     Google Scholar
  18. C. Gray, The new social story book. Future Horizons, 2010.
     Google Scholar
  19. European CommissionInclusion Europe (ΕCIE), “Information for all: European standards for making information easy to read and understand. Brussels, Belgium: European Commission.” 2009.
     Google Scholar