Publication Cover
Computers in the Schools
Interdisciplinary Journal of Practice, Theory, and Applied Research
Volume 41, 2024 - Issue 2: Inclusive Digital Education: Contexts, Practices and Perspectives
78
Views
0
CrossRef citations to date
0
Altmetric
Research Article

BESt-DaD: A New Distance Learning Platform for Students with Special Educational Needs

ORCID Icon, , ORCID Icon, ORCID Icon, , , , & ORCID Icon show all

References

  • Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11), e05482. doi:10.1016/j.heliyon.2020.e05482
  • Adozione delle Linee guida sulla Didattica digitale integrata (2020). (MIUR) (del 26 giugno n. 39. https://www.miur.gov.it/documents/20182/0/Decreto.pdf
  • Alamri, A., & Tyler-Wood, T. (2017). Factors affecting learners with disabilities – Instructor interaction in online learning. Journal of Special Education Technology, 32(2), 59–69. doi:10.1177/0162643416681497
  • Andrew, A., Cattan, S., Costa-Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., Sevilla, A. & Institute for Fiscal Studies (UK). (2020). Learning during the lockdown : Real-time data on children’s experiences during home learning, 1-23. https://ifs.org.uk/publications/learning-during-lockdown-real-time-data-childrens-experiences-during-home-learning
  • Azoulay, U. (2020 November 11). Global Education Coalition. UNESCO. https://en.unesco.org/covid19/educationresponse/globalcoalition
  • Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1–14. doi:10.1207/s15327809jls1301_1
  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education. An introduction to theories and methods. Allyn & Bacon.
  • Bond, M. (2020). Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education Bond, 15(2), 191–247. https://eric.ed.gov/?id=EJ1285336
  • Bruner, J. S. (1983). Education as social invention. Journal of Social Issues, 39(4), 129–141. doi:10.1111/j.1540-4560.1983.tb00179.x
  • Bruner, J. S. (1992). Prime Fasi Dello Sviluppo Cognitivo (7th ed.). Armando Editore.
  • Buchs, C., & Butera, F. (2015). Cooperative learning and social skills development. In R. Gillies, (Ed.), Collaborative Learning: Developments in Research and Practice (pp. 201–2017). Nova Science. https://orfee.hepl.ch/bitstream/handle/20.500.12162/5567/15_Buchs_Butera_Social%20Skils%20Development.pdf?sequence=1&isAllowed=y
  • Calvani, A., Fini, A., & Ranieri, M. (2009). Valutare la competenza digitale. modelli teorici e strumenti applicativi. Assessing digital competence. Theoretical models and tools. TD-Tecnologie Didattiche, 48, 39–46. https://www.redalyc.org/pdf/3498/349832323033.pdf
  • Chiappelli, T., & Gentile, M. (2016). Intercultura e Inclusione: Il Cooperative Learning Nella Classe Plurilingue. FrancoAngeli.
  • Collins, A. (1992). Toward a design science of education. In E. Scanlon, & T. O’Shea (Eds.), New Directions in Educational Technology (pp. 15–22). Springer-Verlag. doi:10.1007/978-3-642-77750-9_2
  • Colvin, G., & Lazar, M. (1995). Establishing classroom routines. In A. Deffenbaugh, G. Sugai, & G. Tindal (Eds.), The Oregon Conference Monograph, (Vol. 7, pp. 209–212). University of Oregon.
  • Commodari, E., Lucia, V., Rosa, L., Martínez, M., Magnano, P., Lodi, E., & Zammitti, A. (2021). Adolescents and distance learning during the first wave of the COVID-19 pandemic in Italy: What impact on students’ well-being and learning processes and what future prospects? European Journal of Investigation in Health, Psychology and Education, 11(3), 726–735. doi:10.3390/ejihpe11030052
  • Competenze chiave per l’apprendimento permanente—un quadro di riferimento europeo. Raccomandazione del Parlamento europeo e del Consiglio relativa a competenze chiave per l’apprendimento permanente (UE) (2006). (del 18 dicembre L394/10-18. Gazzetta Ufficiale dell’Unione Europea (2006/962/EC). https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:it:PDF
  • Cook-Sather, A. (2006). Sound, presence, and power: “Student Voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390. doi:10.1111/j.1467-873X.2006.00363.x
  • Cornoldi, C., Meneghetti, C., Moè, A., & Zamperlin, C. (2018). Processi Cognitivi, Motivazione e Apprendimento. Il Mulino.
  • Creswell, J. W., & Plano Clark, V. L. (2017). Designing and Conducting Mixed Methods Research (3rd ed.). Sage.
  • Crippen, K., & Brown, J. (2018). Design-Based Research. SAGE. https://sk.sagepub.com/reference/sage-encyclopedia-of-educational-research-measurement-evaluation/i7087.xml
  • Crotty, M. (1998). The Foundation of Social Research: Meaning and Perspective in Research Process. Sage Publications.
  • Damiano, E. (2006). La Nuova Alleanza. Temi Problemi Prospettive Della Nuova Ricerca Didattica. La Scuola.
  • Demo, H., & Veronesi, D. (2019). Universal Design for Learning Nelle Interazioni in Classe, Tra Pedagogia Speciale e Analisi Della Conversazione. In D. Ianes, (Ed.), Didattica e Inclusione Scolastica: Ricerche e pratiche in dialogo (pp. 31–50). Franco Angeli.
  • Dewey, J. (1916). Democracy and Education. Macmillan.
  • Doyle, O. (2020). COVID-19: Exacerbating educational inequalities? Public Policy, 9, 1–10. https://publicpolicy.ie/covid/covid-19-exacerbating-educational-inequalities/
  • Duncan, A., Risley, S., Combs, A., Lacey, H. M., Hamik, E., Fershtman, C., Kneeskern, E., Patel, M., Crosby, L., Hood, A. M., Zoromski, A. K., & Tamm, L. (2023). School challenges and services related to executive functioning for fully included middle schoolers with autism. Focus on Autism and Other Developmental Disabilities, 38(2), 90–100. doi:10.1177/10883576221110167
  • Emergenza sanitaria da nuovo Coronavirus. Prime operazioni operative per le attività didattiche a distanza. (MIUR) (del 17 Marzo 2020), Nota 388. https://www.miur.gov.it/ricerca-tag/-/asset_publisher/oHKi7zkjcLkW/document/id/2598016
  • Erkollar, A., & Oberer, B. (2016). The effects of the flipped classroom approach shown in the example of a master course on management information systems. The Online Journal of Quality in Higher Education, 3(3), 34–43. https://www.tojqih.net/journals/tojqih/articles/v03i03/v03i03-05.pdf
  • Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106. https://www.learntechlib.org/primary/p/4793/
  • Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as a source of flexibility and change. Administrative Science Quarterly, 48(1), 94–118. doi:10.2307/3556620
  • Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295–311. doi:10.1080/0141192042000195236
  • Fleming, A. P., & McMahon, R. J. (2012). Developmental context and treatment principles for ADHD among college students. Clinical Child and Family Psychology Review, 15(4), 303–329. doi:10.1007/s10567-012-0121-z
  • Fondazione Agnelli, (2020). Oltre le distanze. L’indagine preliminare. https://www.fondazioneagnelli.it/wp-content/uploads/2020/05/OLTRE-LE-DISTANZE-SINTESI-RISULTATI-QUESTIONARIO-1.pdf
  • Frohn, J. (2021). Troubled schools in troubled times: How COVID-19 affects educational inequalities and what measures can be taken. European Educational Research Journal, 20(5), 667–683. doi:10.1177/14749041211020974
  • Frumos, L, PhD, Universitatea Al. I. Cuza, Faculty of Psychology and Education Sciences, Iasi, Romania (2020). Inclusive education in remote instruction with universal design for learning. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2Sup1), 138–142. doi:10.18662/rrem/12.2Sup1/299
  • Gazibara, S. (2013). Head, heart and hands learning” – A challenge for contemporary education. Journal of Education Culture and Society, 4(1), 71–82. doi:10.15503/jecs20131-71-82
  • Gillies, R. M., & Ashman, A. F. (2003). An historical review of the use of groups to promote socialization and learning. In R. M. Gillies & A. F. Ashman (Eds.), Co-operative learning: The social and intellectual outcomes of learning in groups (pp. 1–18). Routledge.
  • Grion, V., & Cook-Sather, A. (2013). Student Voice. Prospettive internazionali e pratiche emergenti in Italia. Guerini.
  • Hartmann, E. (2015). Universal design for learning (UDL) and learners with severe support needs. International Journal of Whole Schooling, 11(1), 54–67. https://files.eric.ed.gov/fulltext/EJ1061020.pdf
  • Hattie, J., & Vivanet, G. (2016). Apprendimento Visibile, Insegnamento Efficace : Metodi e Strategie di Successo Dalla Ricerca Evidence-Based. Erickson.
  • Hetzroni, O. E., & Shalahevich, K. (2018). Structure mapping in autism spectrum disorder: Levels of information processing and relations to executive functions. Journal of Autism and Developmental Disorders, 48(3), 824–833. doi:10.1007/s10803-017-3376-x
  • Ianes, D. (2014). L’evoluzione dell’insegnante di sostegno: Una strategia strutturale per una didattica inclusiva. Riviste Digitali Erickson, 13(3), 218–242. https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/it/visualizza/pdf/979
  • Ianes, D., & Canevaro, A. (2015). Buone Prassi di Integrazione e Inclusione Scolastica: Realizzazioni Efficaci. Erickson.
  • Imeraj, L., Antrop, I., Sonuga-Barke, E., Deboutte, D., Deschepper, E., Bal, S., & Roeyers, H. (2013). The impact of instructional context on classroom on-task behavior: A matched comparison of children with ADHD and non-ADHD classmates. Journal of School Psychology, 51(4), 487–498. doi:10.1016/J.JSP.2013.05.004
  • Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150–165. doi:10.1177/10883576030180030301
  • Johnson, R. B., & Christensen, L. B. (2004). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Allyn and Bacon.
  • Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. doi:10.3102/0013189X09339057
  • Kagan, S. (1998). New cooperative learning, multiple intelligence, and inclusion. In J.W. Putnam (Ed.), Cooperative Learning and Strategies for Inclusion. Celebrating Diversity in the Classroom (pp.105–136). Brookes Publishing Co.
  • Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. FT press.
  • Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. In Perspectives on Thinking, Learning, and Cognitive Styles (pp. 227–248). Routledge. doi:10.4324/9781410605986
  • Kosier, K. (1998). The Discipline Checklist: Advice from 60 Successful Elementary Teachers. National Education Association of the United States.
  • Martin, A. (2001). Concepts of C&IT literacy in higher education. In A. Martin (Ed.), Final Report of Phase I of the Cityscapes Project (pp.1–9). University of Glasgow. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=2bc5c4dbf35352a33e647e34cdbf6a260fbe1fcf
  • Martin, A. (2006). A European framework for digital literacy. Nordic Journal of Digital Literacy, 1(2), 151–161. doi:10.18261/ISSN1891-943X-2006-02-06
  • Matsumoto, K. (2017). A review of Jerome Bruner’s educational theory: Its implications for studies in teaching and learning and active learning. Journal of Nagoya Gakuin University; Social Sciences, 54(1), 129–146. https://ngu.repo.nii.ac.jp/index.php?action=pages_view_main&active_action=repository_action_common_download&item_id=952&item_no=1&attribute_id=22&file_no=1&page_id=13&block_id=49
  • Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Professional Publishing.
  • Miniukovich, A., de Angeli, A., Sulpizio, S., & Venuti, P. (2017). Design guidelines for web readability. Proceedings of the 2017 ACM Conference on Designing Interactive Systems, 285–296. doi:10.1145/3064663.3064711
  • Miniukovich, A., Scaltritti, M., Sulpizio, S., & de Angeli, A. (2019). Guideline-based evaluation of web readability. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–12. doi:10.1145/3290605.3300738
  • Mortari L., & Ghirotto L. (Eds.). (2019). Metodi per la ricerca educativa. Carocci editore.
  • Munaro, C., & Cervellin, I. (2016). Peer teaching e inclusione: Da insegnante a insegnante: Supporto di rete per la condivisione di competenze educative. Erickson.
  • Mustafa, N. (2019). Impact of the 2019-20 Coronavirus pandemic on education. International Journal of Health Preferences Research, 4(1), 25–30. 10.13140/RG.2.2.27946.98245
  • Narzisi, A. (2020). Handle the autism spectrum condition during Coronavirus (COVID-19) stay at home period: Ten tips for helping parents and caregivers of young children. Brain Sciences, 10(4), 207. doi:10.3390/brainsci10040207
  • Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S. A. F. C., Sharma, A., & Alsayed, A. O. (2020). Impact of coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121. doi:10.7176/JEP/11-13-12
  • Organisation for Economic Co-operation and Development (OECD). (2020). The impact of COVID-19 on student equity and inclusion: supporting vulnerable students during school closures and school re-openings. OECD Publishing. https://oecdedutoday.com/coronavirus-students-special-education-needs/
  • Palumbo, C., Minghelli, V., & Pallonetto, L. (2020). L’intelligenza non siede solo nei banchi!” Il gioco senso-motorio nella prospettiva Embodied Centred e i Bisogni Educativi Speciali. Italian Journal of Special Education for Inclusion, 8(1), 77–90. doi:10.7346/sipes-01-2020-07
  • Parmigiani, D., Benigno, V., Giusto, M., Silvaggio, C., & Sperandio, S. (2021). E-inclusion: Online special education in Italy during the Covid-19 pandemic. Technology, Pedagogy and Education, 30(1), 111–124. doi:10.1080/1475939X.2020.1856714
  • Pasqualotto, A., & Venuti, P. (2020). A multifactorial model of dyslexia: Evidence from executive functions and phonological-based treatments. Learning Disabilities Research & Practice, 35(3), 150–164. doi:10.1111/ldrp.12228
  • Reggio, P. (2009). Apprendimento Esperienziale: Fondamenti e Didattiche. Università Cattolica del Sacro Cuore. http://hdl.handle.net/10807/33614
  • Rivoltella P. C., (2012). Neurodidattica. Insegnare al Cervello che Apprende. Raffaello Cortina.
  • Rivoltella, P. C. (2001). Comunicare in Internet. Linee per l’elaborazione di un modello teorico. TD TECNOLOGIE DIDATTICHE, 45-53. https://publires.unicatt.it/it/publications/comunicare-in-internet-linee-per-lelaborazione-di-un-modello-teor-8
  • Rivoltella, P. C., Ferrari, S., & Sinini, G. (2010). Uno sguardo al futuro: Entrando nelle classi. In Scuola del Futuro? Appunti di Una Ricerca-Intervento Sull’innovazione Tecnologica Della Didattica (pp.47–66). EDUCatt.
  • Rose, D. (2001). Universal design for learning. Journal of Special Education Technology, 16(2), 66–67. doi:10.1177/016264340101600208
  • Sahu, P. (2020). Closure of universities due to Coronavirus Disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), 1–5. doi:10.7759/cureus.7541
  • Savage, T. (1999). Teaching Self-Control Through Management and Discipline. Allyn & Bacon.
  • Scaltritti, M., Miniukovich, A., Venuti, P., Job, R., De Angeli, A., & Sulpizio, S. (2019). Investigating effects of typographic variables on webpage reading through eye movements. Scientific Reports, 9(1), 12711. doi:10.1038/s41598-019-49051-x
  • Scarpellini, F., Segre, G., Cartabia, M., Zanetti, M., Campi, R., Clavenna, A., & Bonati, M. (2021). Distance learning in Italian primary and middle school children during the COVID-19 pandemic: A national survey. BMC Public Health, 21(1), 1035. doi:10.1186/s12889-021-11026-x
  • Schaeffer, K. (2020). As schools shift to online learning amid pandemic, here’s what we know about disabled students in the U.S. https://pewrsr.ch/3by1Bqd
  • Schir, F. (2020). Come potenziare capacità socio-emotive, relazionali e pro-sociali attraverso il peer tutoring a scuola: Il progetto “La Banca del Tempo”. Primi riscontri. European Journal of Research on Education and Teaching, 18(1), 663–670. doi:10.7346/-fei-XVIII-01-20_57
  • Siyam, N. (2019). Factors impacting special education teachers’ acceptance and actual use of technology. Education and Information Technologies, 24(3), 2035–2057. doi:10.1007/s10639-018-09859-y
  • Stapleton, L., & Stefaniak, J. (2019). Cognitive constructivism: Revisiting Jerome Bruner’s influence on instructional design practices. TechTrends, 63(1), 4–5. doi:10.1007/s11528-018-0356-8
  • Stelitano, L., Russell, J. L., & Bray, L. E. (2020). Organizing for meaningful inclusion: Exploring the routines that shape student supports in secondary schools. American Educational Research Journal, 57(2), 535–575. doi:10.3102/0002831219859307
  • Teddlie, C. B., & Tashakkori, A. (2009). Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Sage.
  • Tessarollo, V., Scarpellini, F., Costantino, I., Cartabia, M., Canevini, M. P., & Bonati, M. (2022). Distance learning in children with and without ADHD: A case-control study during the COVID-19 pandemic. Journal of Attention Disorders, 26(6), 902–914. doi:10.1177/10870547211027640
  • Toquero, C. M. D. (2020). Inclusion of people with disabilities amid COVID-19: Laws, interventions, recommendations. Multidisciplinary Journal of Educational Research, 10(2), 158–177. doi:10.447/remie.2020.5877
  • Tornero, J. P. (2004). Promoting digital literacy. Understanding digital literacy. In J. P. Tornero (Ed.), Understanding digital literacy final report EAC/76/03. Universidad Autónoma de Barcelona. https:/publication/271505720_Jose_Manuel_Perez_Tornero_Promoting_Digital_Literacy
  • Toulia, A., Strogilos, V., & Avramidis, E. (2023). Peer tutoring as a means to inclusion: A collaborative action research project. Educational Action Research, 31(2), 213–229. doi:10.1080/09650792.2021.1911821
  • United Nations (2020). COVID-19 and Higher Education: Education and Science as a Vaccine for the Pandemic. https://www.un.org/en/academic-impact/covid-19-and-higher-education-education-and-science-vaccine-pandemic
  • United Nations Educational, Scientific and Cultural Organization (2023). (UNESCO, Transforming education together The Global Education Coalition in action. http://www.unesco.org/open-
  • Venuti, P. (2010). L’intervento in Rete per i Bisogni Educativi Speciali. Il Raccordo Tra Lavoro Clinico, Scuola e Famiglia. Erickson.
  • Venuti, P. (2012). Intervento e Riabilitazione Nei Disturbi Dello Spettro Autistico. Carocci.
  • Venuti, P., & Bentenuto, A. (2017). Studi di caso. Disturbi dello spettro autistico. Dal nido d’infanzia Alla Scuola Primaria. Erickson.
  • Venuti, P., Cainelli, S., Coco, C., Cainelli, C., Paolini, U. (2013). Progetto autismo: tre anni di esperienze nelle scuole trentine. Iprase. https://www.iprase.tn.it/documents/20178/264352/Progetto+autismo+tre+anni+di+esperienze+nelle+scuole+trentine.pdf/daeb64b2-5578-4227-9a5a-fb3b5e11dcf5
  • Venuti, P., Filosofi, F., Cainelli, S. (2020). La didattica a distanza per l’inclusione degli studenti con disturbi dello spettro autistico [Webinar]. https://lab.gedidigital.it/gedi-visual/2020/oltre-le-distanze
  • Völlinger, V. A., & Supanc, M. (2020). Student teachers’ attitudes towards cooperative learning in inclusive education. European Journal of Psychology of Education, 35(3), 727–749. doi:10.1007/s10212-019-00435-7
  • Vygotskij, L. S. (1987). Mind in Society. The Development of Higher Psychological Processes. Harvard University Press.
  • Zhang, H., Nurius, P., Sefidgar, Y., Morris, M., Balasubramanian, S., Brown, J., Dey, A. K., Kuehn, K., Riskin, E., Xu, X., Mankoff, J. (2020). How Does COVID-19 impact Students with Disabilities/Health Concerns? arXiv preprint, 1-15. https://arxiv.org/abs/2005.05438.
  • Zhou, L., Li, F., Wu, S., & Zhou, M, Jiangsu Second Normal University, Nanjing 211200, Jiangsu, China (2020). School’s out, but class’s on, the largest online education in the world today: Taking China’s practical exploration during the COVID-19 pandemic prevention and control as an example. Best Evidence of Chinese Education, 4(2), 501–519. doi:10.15354/bece.20.ar023

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.