Hi everyone!

Today I would like to share with you this video from the TED website about the case of a girl with Asperger's who tells her experience with the syndrome and her life journey.

She explains how difficult it can be to communicate with people who do not suffer from the same syndrome or related to the autism spectrum. At the end of the video she tells us about the creation of an application to help these people with communication problems, in which she has participated.

So, we are talking about a mediated AAC system to help people with autism spectrum to communicate with others and make their life easier.

The title of the video is: How I learned to communicate my inner life with Asperger's

TIFLOTECHNOLOGY AND EDUCATIONAL INCLUSION: EVALUATION OF ITS EDUCATIONAL POSSIBILITIES FOR STUDENTS WITH VISUAL DISABILITIES

This article talks about the great possibilities offered by technologies to improve inclusive education in schools, after our society has become the technological society and consequently, with different sources of information and communication networks, which is important to be able to reason, comment and make decisions.

All these information and communication technologies (TIC) applied to education to be inclusive, help different children with disabilities, and in this case, visual, to develop their learning in parallel with that of other students.

According to different studies, the possibilities that ICTs bring to the educational system are many. Some of them: Help to overcome the limitations that derive from the cognitive, sensory and motor disabilities of the students, favor the autonomy of the students, being able to adapt to the needs and demands of each student in a personalized way, offer immediate feedback , favor synchronous and asynchronous communication of these students with the rest of their classmates and teachers, etc. In addition, the use of TIC in visual deficits has also been a great benefit since it allows access to information that would not otherwise be accessible, adjusts the characteristics of the image to the characteristics of vision (size, colors, brightness, contrast) , allows the collection of information through other channels, apart from the visual (tactile or auditory), etc.

In this way, the need for the disappearance of physical and technological barriers that prevent basic access of people with a disability to this technology that will be used in the classroom has been detected (Palomino, 2013).

It must be taken into account that it is the psychologist together with other professionals (pedagogues, engineers, designers, etc.) who is in charge of the research and analysis of the different programs and technologies that are used in the classroom for the adaptation of each child and a girl, and who also has to train teachers on its uses and didactic applications in the classroom.

In summary, this article is committed to typhlotechnology, which is defined as the set of techniques, knowledge and resources aimed at providing the blind and partially sighted with the appropriate means for the correct use of technology, in order to favor their personal autonomy and full social, labor and educational integration, and there is talk of different instruments both to access the information on a computer screen, and to be able to read printed texts.

Reference:

Palomino, M. D. C. P. (2013). Tiflotecnolgía e inclusión educativa: Evaluación de sus posibilidades didácticas para el alumnado con discapacidad visual. Revista Electrónica de Investigación y docencia (REID), (9).

AN INNOVATIVE WAY TO SUPPORT CHILDREN WITH SPECIAL NEEDS

Hi mates! This is the story of Lubuto.

After her son was diagnosed with cerebral palsy, Billy Samuel Mwape realized that his project management skills could be used to meet his son’s special needs. In this personal and inspiring talk, describe how project management (the process of leading a team’s work to achieve goals on a tight schedule) can help you meet life’s biggest challenges.

Billy decided to research how to help his son to facilitate a better life and better learning, and thanks to neuroscience tried to rehabilitate his son by modulating his brain, as he is a baby and is in a stage where their future habits are acquired. Therefore, his family created a support system around him with the help of a neonatal physiotherapist, an occupational therapist and a speech therapist, who all together carried out the evaluations and assessments of their temporary goals in order to continue advancing in the rehabilitation of the child.

The results are amazing. I recommend viewing this video. I leave the link here.

https://www.ted.com/talks/billy_samuel_mwape_an_innovative_way_to_support_children_with_special_needs#t-358708

Perspectives on the Role of the Educational Psychologist: Guiding Proposal for its Performance in the School Environment

This article addresses the different perspectives of the role of the school psychologist in order to understand and act in the most correct way, which begins taking into account the needs of all people in the educational system and the multiple existing realities, both with students with their different difficulties, as with teachers, other professionals and the family in the form of counseling. They call this the operating principle of the intervention.

These perspectives are:

• paradigmatic perspective

• historical perspective

• political-technical perspective

• academic-formative perspective

• educational reality perspective

This ordering principle allows the educational psychologist to lead the socio-educational teams and the validation by the actors of the system regarding the performance in the same system. In addition, it is adapted to the reality of each specific educational community, taking into account the expectations and needs of each person.

Finally, the need for a change of vision in all the people who participate in the educational community and of the psychologists themselves in the conception of their role in the school for their better contribution and performance is concluded.

Reference:

Barraza López, R. (2015). Perspectivas acerca del rol del psicólogo educacional: propuesta orientadora de su actuación en el ámbito escolar. Actualidades investigativas en Educación, 15(3), 590-610.