<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Valentin Cosmin  Blândul</style></author><author><style face="normal" font="default" size="100%">Adela Bradea</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE STATUS AND ROLE OF ICT IN THE EDUCATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: A RESEARCH FROM BIHOR COUNTY, ROMANIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ICT</style></keyword><keyword><style  face="normal" font="default" size="100%">special education</style></keyword><keyword><style  face="normal" font="default" size="100%">students with disabilities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1210957</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">71</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">ICT plays a very important role in education, as, on the one hand, it improves the educational attainment of students and, on the other hand, it contributes to a better communication between the education agents, while also speeding up students' personal development. By using educational software adjusted to the specific nature of different types of disabilities, the benefits of ICT can be very well exploited in special education too. The impact can be a significant one, both in the therapeutic process and in the educational one, and the literature in the area has recorded several examples of successes achieved by students with disabilities assisted by ICT. In Romania, however, few studies have been conducted so far to assess the way ICT is used by teachers in their work with students having different types of disabilities. For that reason, the main aim of the present research was to identify to what extent pre-university teachers are open and prepared to use ICT applications in special education. The sample consisted of 105 pre-university teachers from Bihor, Romania. The instrument used was a questionnaire having 76 multiple choice items, and the implementation period was January-March 2016. The results show that even though they are aware of the importance and have a positive attitude towards using ICT in special education, the majority of the teachers included in the study feel that they are ill-prepared and want to deepen their knowledge in this field during their continued professional training. </style></abstract><issue><style face="normal" font="default" size="100%">71</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-15</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raquel Suriá  Martínez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DISABILITY AND THE USE OF ICT IN EDUCATION: DO STUDENTS WITH SPECIAL NEEDS RECOGNISE THE SUPPORT GIVEN BY TEACHERS WHEN USING TECHNOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">formative stages</style></keyword><keyword><style  face="normal" font="default" size="100%">students with disabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher preparation</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching and learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=968813</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The Information and Communication Technologies are a decisive element to normalize the conditions of the students' life with special needs, and in some cases, one of the options for the access to a school curriculum. However, in the context academic, the development of the new technologies has favored the appearance in new ways of social exclusion. 
 In presented study it was analysed the availability of the necessary resources to these students, checks the usage of the available technology and examines up to what point the students recognise the support of the teachers using information and communication technologies - ICT, to help them succeed in their studies. 
 Thirty-seven students with special needs participated in this study, coming from a secondary school in Alicante and from the University of Alicante. Was prepared a questionnaire to investigate the use, experience and recognition of the support given by the teachers using ICT with these students.
 The results indicated that these students felt ready to use the technology resources in their studies. However, they did not receive support by the teachers and they noticed differences in approach, depending on the stage of the educational course and the type of disability.
 There still exist important obstacles in obtaining a total integration for disabled students; in particular making the role of the teacher a vital issue to provide an educational answer to such diversity.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">149-158</style></section></record></records></xml>