Promote the use ICT in SNE – Syria
(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.
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.
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
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
· 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.
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
· 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
· 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
ICT in SNE- Studies Centre for Handicapped Research.
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 :
· 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
· 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.
· Models to simplify the frames of windows based programmes.
More programme in Salamieh Community Telecentres for Autism and Down's
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
the target of Salamieh Community Telecentre in SNE
1- We will improve the E – learning experience for disabled
- 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
- 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
2- We aim to help academic learning disabilities students to
understand the issues relating to the development of accessible
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
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
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 .
ICT4D in SNE – Syria
Tel: +963 33 832360
Fax: +963 33 832361
New program for Teaching Mental Retardation students / ICTs in SNE
Program specialize in teaching software for children with mental
The program support only Arabic language and it's suitable for local
environments especially in Arab region communities.
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.
program is a unique teaching tool offering teachers and parents
individualized (and growing) educational program to early intervention.
Contents of Program
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.
Implementation of proven teaching methods in the following areas
program has focused features with colorful pictures. Our exclusive
performer rating system easily displays and records the results of the
program allows the instructor/parent to record and measure progress.
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
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.
Alphabet in Arabic
Generalization of Objects
Memory Enhancement (Increasing Verbal Memory)
Tools in my Home
The programs work to help our mental retardation student/child
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
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:
Book Titled: " Teaching Mental
Retardation" include studies of the program
No. pages 200 size paper 17×21 cm.
Software :CD-ROM :1 CD capacity 600 M.
Record of mental retardation students:
50 pages include tables of analysis evaluation level.
And It's have testing and reporting capabilities.
Elementary training : 7 Groups , 900
Pages include all picture such as, animals , foods , relations ,
arithmetic, clothing, colors,….
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.
The program include another toys ,
brochures , manual guide.
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.
ICT4D in SNE-Syria
Manager of SCHR organization.
What is Orientation and Mobility
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
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
can shop for myself without anyone's help."
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.
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
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
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:
the New York metropolitan area,
call (212) 821-9200 or e-mail
New York area,
search our Help Near You database on VisionConnection or
call (800) 829-0500 (toll free).