Abstract:

The present study aims at analyzing the integration of Information and Communication Technologies (ICT) in Special Education, with special emphasis on the use of educational software with children/young people with Special Educational Needs (SEN), in classroom context.

Children and young people with SEN usually have a low self-esteem, and consequently the introduction of ICT in the teaching/learning process can be a facilitating means of inclusion, socialization and motivation. However, this type of education is based on the existence of teachers with training in educational technology. The teacher training should go beyond the acquisition of competences on the subject that she/he teaches, and she/he must also acquire knowledge in ICT, in general, and ICT applied to Special Education, in particular. The teacher should always think about the type of resources to use to motivate and increase the commitment of children and young people, or, as a facilitator instrument, blur barriers that may exist in disabled children and young people. When facing an increasingly abundant supply, teachers must know what to choose: the most relevant educational software and the one that is the best suited to teach a particular student, or group of students. This must be done, because ICT allow greater flexibility and individualization of the teaching/learning process, adapting it to the needs and pace of learning of each student and also helping to overcome the barriers existing at the activity and participation level, always taking into account the International Classification of Functioning.

To achieve these aims, first it will be discussed the challenge that ICT put to Special Education. It will be presented and discussed an approach to the inclusive role that ICT provide and it will be analyzed the use of educational software by teachers of Regular Teaching and teachers with specialized training in Special Education. Also, the importance of typical obstacles and limitations that teachers in general face, and that generally impose severe constraints to the integration of ICT with children and young people with SEN, will be highlighted.

Additionally, a survey was applied to teachers of the “Diogo Cão” School Group, and a structured interview to the Directors of the Groups. It was found that both groups of teachers (“Regular Teaching” and “Special Education”) use ICT in their practice with students with SEN; teachers in the Special Education group consider ICT an added value to the learning success of these students, and that the lack of technological equipment is the main constraint to work with these students.

Keywords:

Information and Communication Technologies, Special Education, educational Software.