Promote the use ICT in SNE – Syria

The use (ICT) in special needs education (SNE) is very high on the political agendas of countries.
They we need to be taken to move into the information society and the central role played by education in making the information society a reality is clearly highlighted.

Until now information on the use of ICT in the field of special needs education (SNE) has been limited to national and region level and very little information has been available at the world level.
What the key information sources available, and what specialists see as being the future of ICT in disable people.

The ICT in SNE Project in Context
Sets the project information into a wider context. The subject presents points of view on special needs education, We will which promote the use of ICT in educational sectors, rehabilitation, develop disabilities skills, to introduce and support the introduction of ICT into organizations, The present indications are that an "Information Society for All "
The focus in this subject describing the types of provision available within special educational settings as a result of national or regional level policy and the perceived strengths and weaknesses of this provision.

Specialist ICT in SNE support networks
The different types of support structures available within countries focused upon combinations of one or more of the following:
· National dedicated agencies for ICT in education and development skills.
· Support services that work directly with teachers – trainers and pupils within in disabilities students and handicaps.
· Specialist resource centres where volunteers and teachers obtain advice materials and information.
· Specialist regional working groups.
· Specialist websites and on – line networks.
· In school support for training and steaming.

ICT in SNE training                                     
The following factors clearly emerged as concerns:
· Diffused responsibility for policy implementation.
· Attitude barriers in relation to understanding the benefits and possibilities of ICT – at policy and implementation levels.
· Lack of information on needs and requirements of schools and pupils upon which to base policy initiatives.
· Limited finances supporting different aspects of provision or funding that is not needs targeted.
· Lack of specialist teacher training, limited flexibility in training options.
· Limited availability of specialist hard and software resources.
· No formalized national support structure for ICT in SNE.
· Disparity in availability of specialist expertise at regional level.
· Limited availability of specialist information (particularly on –line ) resources.
· Geographical isolation of trainers.
The development of theory for using ICT in SNE is seen as being potentially enhanced if there are opportunities for co –operations between different groups of actors ( pupils and their families, teachers, support professionals and researcher hers ) at national and international levels. Furthermore, the possibility to enhance virtual co –operation with face –to –face meetings and exchanges was raised. The power of ICT as a tool for communication as well as a tool for learning is reinforced by the personal contact and exchange of SEN and ICT specialists.

 ICT in SNE- Studies Centre for Handicapped Research.
 
Internet access

The following suggestions were highlighted with respect to widening access to internet:
·        Email with speech recognition. for example in Arab Region and MENA (lBSAR system from Sakhr Co. and Natiq system from Dolphin Co.)  now this equipments available in  Salamieh Community Telecentre to teach blind and visually impaired to access internet .kindly find link for more information :
http://www.caihand.com/success.htm
·        Browsers for pupils with services learning disabilities (Deaf mute – Blind – visually impaired Motor Disabilities with flexible control mechanisms (for example controlled using only a few icons, special mouse, keyboard,…).
·        improvement of networking facilities to allow more  efficient co – operation between institutions.
·        Building a Telecentres for all type disabilities people on –line network (discussion groups ,mailing list, chat ) in MENA, between teachers ,volunteers ,trainers and working with pupils with different disabilities.
·        Creation of a very simple system for installation of websites
·        The development of an international virtual resource centre with all the information being related to ICT and SEN.
Compatibility / application issues
 
Four possible areas of concern were identified here:
·        Adaptation of standard software to the needs of the children with different disabilities.kindly find link for more info.
http://www.caihand.com/tym.htm
·          Models to simplify the frames of windows based programmes. More programme in Salamieh Community Telecentres for Autism and Down's Syndrome pupils.
http://www.caihand.com/phgalley.htm
Co – operation in order to get a standardized storage format for text, pictures and sounds in different teaching materials and software according to the different needs of pupils with SNE ( Autism ,Cerebral Palsy).
What the target of Salamieh Community Telecentre in SNE
1-       We will improve the E – learning experience for disabled students studying.
-         Disabled students are the target of our project. It is clear that our efforts aim at providing a better learning environment on computer systems for the disabled students. Disabled students spend a good deal of time and effort in order to break the barriers within the society.
-         The trainee will gain satisfactory experience that enable him /her to be an active member in society.
-         The accomplishment of this level of education for all students can be a highly stressful task for us. In spite of the all the unusual problems, the disabled student is ultimately able to overcome them and start a new life .Further more, the trainee will have an access to job market. In this respect we encourage both local and governmental organizations to ensure job opportunities that emerge for those students.
2-       We aim to help academic learning disabilities students to understand the issues  relating to the development of accessible learning environment
The project is specifically arranged to create healthy learning environment. Although the term “special needs “is used in its broadest sense yet ,We want to have better understanding for this term by all people .For this reasons ,We have initiated an ambitious move to rehabilitate the disabled and qualify them for good life .The program includes activities such as providing equipments ,access to information at the pre –entry stage ,access to information and use of  ICT facilities.
3-       We aim to increase the competence and confidence of academic staff in understanding the needs of disabled students.
Although aim two is directed towards providing practical examples of developing accessible teaching environments ,still there is a need to increase the general staff , awareness of better understanding to disability issues.
Finally we have community telecentre promoting all disabled people and give the advice for learning disability students about using ICT to access the world and implementation issues .( Information for All ).

Best Regards .    
Nabil Eid
ICT4D in SNE – Syria
Tel: +963 33 832360
Fax: +963 33 832361
E-mail: nabileid21@yahoo.com

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New program for Teaching Mental Retardation students / ICTs in SNE

Introduction: 

Program specialize in teaching software for children with mental retardation.

The program support  only Arabic language and  it's suitable for local environments  especially in Arab region communities.

Any child with mental retardation (Autism , Down Syndrome , Learning Disabilities , PDD ) can benefit from this program. However, we have tailor made our program to meet the needs of children with mental retardation who have learning disabilities.

Mental retardation program is a unique teaching tool offering teachers and parents individualized (and growing) educational program to early intervention.

Contents of Program

The  program includes: memory enhancement drills, a variety of basic vocabulary (common objects, colors, shapes, animals, arithmetic, etc.) exercises, computer use training and speech-based activities.

Purpose:

Implementation of proven teaching methods in the following areas

           1.          Listening

           2.          Identifying

           3.          Naming skills

           4.          Matching

           5.          Auditory Processing

           6.          Memory Enhancement

           9. Reading

         10.           Vocabulary

* The program has focused features with colorful pictures. Our exclusive performer rating system easily displays and records the results of the learner’s performance.

* The program allows the instructor/parent to record and measure progress.

* The program will help children improve their ability to communicate with parents, teachers and caregivers. It includes many pictures illustrating daily needs while providing a voice and text that is succinct and detailed.

* The program have testing and reporting capabilities.

What types of programs are available?

The program is listed below. The specifics as to the scope and sequence of each program can be found in the program instructions.
Actions
Alphabet in Arabic
Animals
Attributes
Body Parts
Clothing
Colors
Daily Routines
Different Categories
Emotions
Foods
Generalization of Objects
Household Items
Memory Enhancement (Increasing Verbal Memory)
Tools in my Home
Numbers
Outside Items
Painting
Prepositions
Shapes
Toys
Transportation Items

The programs work to help our mental retardation student/child learn?

The program begin with a matrix sub-program. The matrix is series of screens; each screen has tow four …. (or more) pictures. When a student moves the mouse over a picture, an text picture related to that picture appears in the picture box. By clicking on a picture, the student can change it to a different picture of the same item, and a different animation. The student can click on the next button to move to the next screen to see more pictures. This Matrix screen shows pictures of items and then shows their usage, function or action in the pictures box.

What happens if our student/child needs additional assistance?

The program include an intrinsic prompting system. For example, the correct answer, be outlined, labeled " true , right , good , very good …". The wrong answer, if the student does not find the correct answer be outlined, labeled " wrong , retry , no mention "The prompt appears.

Package of program:

1-       Book Titled: " Teaching Mental Retardation" include studies of the program
No. pages 200 size paper  17×21 cm.

2-       Software :CD-ROM :1 CD capacity 600 M. Byte.

3-       Record of mental retardation students: 50 pages  include tables of analysis evaluation level. And It's have testing and reporting capabilities.

4-       Elementary training : 7 Groups , 900 Pages include all picture such as, animals , foods , relations , arithmetic, clothing, colors,….

5-       The program contents improving the memory for mental retardation students by more 1000 questions and prompting, shaping, Intelligence Quotient (IQ)
The program is supported with sound effects.

6-       The program include another toys , brochures , manual guide.

This program is at the local and international Arabic levels ,
It's used in Studies Center for Handicapped Research . It has a curriculum from 3 month - 2 years.

Best regards.

Nabil Eid
ICT4D in SNE-Syria
Manager of  SCHR organization.

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 Orientation and Mobility

What is Orientation and Mobility training?

Orientation and Mobility (O&M) training teaches individuals who are visually impaired, blind, or deaf blind to travel safely and independently in a familiar or unfamiliar environment. Evaluation and intervention are usually provided on an individual basis as early as preschool, or much later in life.

Orientation and Mobility training sometimes involves the use of canes, walkers, or wheelchairs. Orientation and Mobility training provides an individual with a selection of travel techniques to be employed indoors and outdoors. Students learn the most basic self-protective techniques using the natural extension of their arms and hands. They are taught sighted guide techniques so they can travel safely with another person. Some students require intensive instruction in the use of a cane. The length of training differs for each individual. Beginning students who request a guide dog should first demonstrate competency using a cane.

What is Orientation?

Orientation is an awareness of where you are in space. Infants experiencing vision loss need to learn how to move safely within their crib space. All school age children need to be taught spatial concepts, as well as acquire the necessary sensory skills to gather information about their surrounding environment. Advanced students are taught orientation methods that can be used as they venture out and face the challenges presented by the complex world of public transportation. Safety is always the key issue.

How can O&M training assist an individual who is deaf blind?

The ability to move independently though space is a skill the general population takes for granted. Orientation and Mobility training can make this experience a reality for the individual who is deaf blind.

Who teaches Orientation and Mobility?

Most instructors hold advanced university degrees in education. Many instructors have combined certification as an Orientation and Mobility Specialist and Teacher of the Visually Impaired.

Where can I find an Orientation and Mobility Instructor?

Many O&M specialists work as itinerant teachers in school systems, serving preschool and school age children throughout the school system. O&M specialists are also employed by State Rehabilitation Programs or the Veterans Administration to serve the adult population, and as consultants assisting architects or engineers with accessibility issues.

Orientation and Mobility Training

Getting Around Safely -- Indoors and Out

"I can shop for myself without anyone's help."

If you've experienced vision loss, you may feel uncomfortable about your safety and be reluctant to travel because of the reduced ability to detect visual clues. Professional skills training provided by a certified orientation and mobility (O&M) specialist can help you, whether you have reduced, or no, vision.

Lighthouse O&M specialists can assess your skills, and teach you techniques to get around independently and for navigating your home, neighborhood and work environments. These include:

• Methods for gathering information from your surroundings that may have been gathered previously by just looking around
• Methods for making your home safe
• Techniques for climbing stairs, avoiding falls and injuries, crossing streets, travel within your community, riding buses and taking the subway

Some of the orientation and mobility problems you may experience include:

• Loss of depth perception -- making it difficult to identify how high or low a step or curb is
• Loss of contrast sensitivity -- making it hard to see curbs or steps, or not being able to differentiate between a puddle or a hole in the sidewalk
• Color or distance problems -- making it difficult to determine if the "walk" signal is on or off, or the writing on street signs
• Seeing spots that block central vision -- making it hard to identify landmarks or detect obstacles in one's path
• Loss of visual field -- making it problematic to move around easily due to restricted peripheral vision
• Inability to see and identify faces -- making it possibly embarrassing when talking to, or ignoring, a person nearby

To move about confidently and safely, you can learn to utilize any, or all, of the following: your remaining vision and other senses, another person, a white cane or a dog guide. The method(s) chosen will be determined by your current visual status, the ability to detect dangerous obstacles (such as stairs, curbs, moving vehicles or people) in enough time to react safely and, of course, personal preference.

To learn more about O&M training or for more information about local services:

·         In the New York metropolitan area, call (212) 821-9200 or e-mail visionrehab@lighthouse.org

·         Outside the New York area, search our Help Near You database on VisionConnection or call (800) 829-0500 (toll free).

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