Relevant bibliographies by topics / Authors with disabilities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Authors with disabilities'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 March 2023

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Journal articles on the topic "Authors with disabilities"

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Madrakhimova, Ranokhon. "GEOGRAPHY CLASSES WITH CHILDREN WITH DISABILITIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 31–33. http://dx.doi.org/10.55640/eijmrms-02-05-08.

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This article analyzes the issue of teaching Geography with children with disabilities. During the writing of this article, the authors have developed more interesting, easier, ways to teach geography to children with disabilities, effectively using theoretical and practical approaches.
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Tymchyk, Olena, and Yuliia Zhukova. "ORGANIZATION OF INCLUSIVE SPACE IN THE MODERN UNIVERSITY: INDIVIDUALIZATION AND UNIFICATION." Educological discourse 32, no. 1 (2021): 69–86. http://dx.doi.org/10.28925/2312-5829.2021.1.5.

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The implementation of qualitative inclusion in higher education institutions is one of the conditions for the constant development of Ukraine. The analysis of statistical data, made by the authors, shows a permanent reduce of the number of people with disabilities, who obtain higher education now. Based on the analysis of modern researches and media materials, authors identify the reasons for this tendency. They believe that one of the main barriers is the inability of young people with disabilities to get a job in their specialty and build a successful professional trajectory. Having analyzed the few of Ukrainian universities’ websites, authors propose the development of a unified approach for the special educational services provision. Authors also determine its main elements as: definition of educational difficulties; systematic monitoring of the availability of higher education institutions and of the level of satisfaction of special educational services; expansion of the collected information about students with disabilities; programs of communication ethics among teachers, students and persons with disabilities; psychological services; monitoring the observance of the rights of students with disabilities; inclusion of students with disabilities in academic mobility programs; employment of students with disabilities; determination of quality indicators for the special educational services provision; providing full information on the possibility of provision services to students with disabilities; representation of students with disabilities in the advertising products of institutions – as equal members of the student community. The authors consider these elements as an appropriate base for determination of the quality of higher education institutions inclusion. At the same time, teachers use the individual approach, adjusting a system of «smart adaptation» for students with different physiological and psychological characteristics.
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McKenzie, Karen. "Understanding Learning Disabilities Authors: Shelagh Mackinnon et alFirst Understanding Learning Disabilities Authors: Shelagh Mackinnon et al Pavilion 262 £205.63 1841961248 1841961248." Learning Disability Practice 7, no. 5 (June 2004): 25. http://dx.doi.org/10.7748/ldp.7.5.25.s19.

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LOGACHEV, Nikita V., and Svetlana V. SHMELYEVA. "CRITERIA AND INDICATORS OF PROFESSIONAL PREPAREDNESS OF PERSONS WITH DISABILITIES AND RESTRICTED HEALTH OPPORTUNITIES AS COMPETITIVE SPECIALISTS." Historical and social-educational ideas 10, no. 6/2 (February 1, 2019): 97–102. http://dx.doi.org/10.17748/2075-9908-2018-10-6/2-97-102.

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The article is devoted to the actual problem of training people with disabilities and disabilities as competitive specialists in adaptive physical culture. The authors substantiate the relevance of the study; reveal the essence of competitiveness as the ability of persons with disabilities to compete in the labor market on a par with specialists who do not have limited health opportunities. Based on the theoretical analysis and personal experience of pedagogical activity, the authors develop criteria and indicators for the level of preparedness of students with disabilities as future specialists in adaptive physical culture. As the main criteria, the authors consider the levels of theoretical, practical and personal readiness of students to implement future professional activities. According to the authors, each criterion includes a number of individual criteria that reflect the knowledge, skills, skills, professionally important qualities of their personality and the ways of their implementation, which constitute the content of general cultural, professional and professional competencies required by trainers-methodologists and trainers-teachers adaptive physical culture to successfully perform their work functions. The results of the study can serve as a basis for the development of diagnostic tools for pedagogical monitoring of the level of professional preparedness of persons with disabilities and disabilities as competitive specialists in adaptive physical culture.
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Orłowska, Małgorzata, and Jacek Błeszyński. "THE INTERNET AND COMPUTERS IN THE LIFELONG LEARNING OF PEOPLE WITH DISABILITIES IN POLAND." Men Disability Society 4, no. 34 (December 31, 2016): 65–76. http://dx.doi.org/10.5604/17345537.1233886.

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As a continuation of the discussion on the social perception of civilization in the light of people with disabilities using information and (tele)communication technologies, the authors of the article attempt to analyze their use of information and (tele)communication technologies. The problem is discussed with reference to people with disabilities who are provided with social welfare services and those who are not. Also the use of those technologies in households is discussed. The authors used the results of the 2015 research conducted in Poland on 28.9 million adults. The authors believe that the results of the research can serve as a basis for a set of actions amending the social exclusion of people with disabilities in social welfare programs and people with disabilities who do not use social welfare services.
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Saffer, Jessica, and Emer O’Riordan. "‘People don’t fit boxes’: The responses of people with disabilities to the disability benefits system." Clinical Psychology Forum 1, no. 353 (May 2022): 27–35. http://dx.doi.org/10.53841/bpscpf.2022.1.353.27.

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Easy read summary■People with disabilities face more money problems than people without disabilities. These problems have got worse over time.■This paper talks about two pieces of research.■This research found that people with disabilities have problems with the benefits system.■The authors give ideas for how psychologists can help people with disabilities.
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Ward-Sutton, Courtney, Natalie F. Williams, Corey L. Moore, and Edward O. Manyibe. "Assistive Technology Access and Usage Barriers Among African Americans With Disabilities: A Review of the Literature and Policy." Journal of Applied Rehabilitation Counseling 51, no. 2 (June 1, 2020): 115–33. http://dx.doi.org/10.1891/jarc-d-19-00011.

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The purpose of this article was to provide a comprehensive overview of the available peer-reviewed and gray literature on assistive technology (AT) access and usage barriers among African Americans with disabilities. Authors completed a historical review (Onwuegbuzie & Frels, 2016) of the extant literature on AT and disability public policy mandates by framing the context on AT access and usage disparities among African Americans with disabilities and discussing AT impacts on employment for African Americans. The authors also presented recommendations that might be considered by the field for increasing AT access and usage among African Americans with disabilities. It is clear that AT and associated assistive products are important commodities to the lives of individuals with disabilities in the United States; however, there are historical inequities between African Americans and Whites. As a result of these findings, the authors implore rehabilitation counselors in education and practice to further examine ways to alleviate the AT access and usage gaps for African Americans with disabilities within public policy, vocational rehabilitation service delivery, and institutional infrastructure systems.
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Wahyuni, Wahyuni, Mukhammad Hubbab Nauval, Nanda Saputra, and Panji Isa Bangsawan. "Etika Terhadap Penyandang Disabilitas Perspektif Tafsir Maqashidi." Jurnal Kajian Islam Interdisipliner 7, no. 2 (December 20, 2022): 23–42. http://dx.doi.org/10.14421/jkii.v7i2.1329.

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Penyandang disabilitas masih seringkali mendapatkan perlakuan yang diskriminatif. Tidak sedikit dari mereka juga mengalami hambatan dalam mengakses layanan publik seperti akses pendidikan, kesehatan dan ketenagakerjaan. Kaitannya dengan hal ini, kekurangberpihakan terhadap penyandang disabilitas juga perlu menjadi perhatian agama. Ketidakmampuan untuk menjangkau pesan fundamental dari al-Qur’an kaitannya dengan isu etika ini membuat sebagian orang cenderung bersikap apatis terhadap penyandang disabilitas. Artikel ini bertujuan untuk mengungkap maqashid di balik ayat-ayat yang berkaitan dengan etika terhadap penyandang disabilitas. Menggunakan pendekatan tafsir maqashidi penulis menemukan bahwa al-Qur’an sebenarnya telah berusaha menghilangkan sekat-sekat sosial yang muncul akibat fenomena ini. Beberapa maqashid dan nilai fundamental al-Qur’an yang penulis dapat refleksikan dan temukan dalam penelitian ini diantaranya adalah aspek hifdz ad-din, hifdz an-nafs, hifdz, al-‘aql, nilai kemanusiaan, kesetaraan, keadilan dan tanggung jawab. Dari penafsiran ayat-ayat berkaitan dengan disabilitas serta dengan mempertimbangkan maqashid-maqashid yang telah ditemukan, penulis menyimpulkan ada tiga aspek etis yang perlu diperhatikan, yakni pengakuan dan penerimaan terhadap eksistensi penyandang disabilitas, komitmen inklusif disabilitas dan penyediaan layanan aksesiblitas bagi penyandang disabilitas. [Persons with disabilities still often receive discriminatory treatment. Not a few of them also experience obstacles in accessing public services such as access to education, health and employment. In relation to this, the lack of partiality towards persons with disabilities also needs to be a concern of religion. The inability to reach the fundamental messages of the Koran in relation to ethical issues makes some people tend to be apathetic towards persons with disabilities. This article aims to reveal the maqashid behind the verses related to ethics towards persons with disabilities. Using the maqashidi interpretation approach, the author finds that the Qur'an has actually tried to remove the social barriers that arise as a result of this phenomenon. Some of the maqashid and fundamental values of the Qur'an that the author can reflect on and find in this research include aspects of hifdz ad-din, hifdz an-nafs, hifdz, al-'aql, human values, equality, justice and responsibility. From the interpretation of verses related to disability and by considering the maqashid that have been found, the authors conclude that there are three ethical aspects that need attention, namely recognition and acceptance of the existence of persons with disabilities, commitment to disability inclusion and provision of accessibility services for persons with disabilities.]
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Pryimachenko, Dmytro, Vladyslav Lipynskyi, Anna Maslova, Svitlana Voloshina, and Olena Varhuliak. "Accessibility of facilities and services for people with disabilities in the paradigm of law." Revista Amazonia Investiga 10, no. 44 (September 29, 2021): 188–97. http://dx.doi.org/10.34069/ai/2021.44.08.18.

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The authors of the article touch on the major topic of ensuring access of persons with disabilities to facilities and services, which is an indicator of guaranteeing the rights and freedoms of such citizens and ultimately determines the quality of life of such people. The article analyzes the current Ukrainian legislation, as well as international legal acts governing relations regarding access of persons with disabilities to the general infrastructure. The methodology of the article includes methods of analysis, synthesis, formal-legal and comparative-legal methods. The essence of the right of persons with disabilities to access facilities and services is the legally guaranteed possibility of these persons to freely use all facilities and services without any barriers, including through the adaptation of the latter or their special design. The authors of the article thoroughly researched the concept and content of the right of persons with disabilities to access facilities and services. Finally, the authors concluded that the current domestic legislation, although ensuring the minimum level of rights of persons with disabilities in the study area but needs to be improved taking into account the positive experience of European countries and following the United Nations Convention on the Rights of Persons with Disabilities.
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Kurtts, Stephanie A., and Karen W. Gavigan. "Understanding (dis)abilities through children’s literature." Education Libraries 31, no. 3 (September 5, 2017): 23. http://dx.doi.org/10.26443/el.v31i3.259.

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The authors of this article examined how pre-service teachers can use children’s and young adult literature about disabilities to enhance understanding of individual differences through a bibliotherapeutic approach. An introduction to bibliotherapy is provided along with related literature from the field. Strategies for using children’s and young adult literature to enhance the understanding of issues associated with disabilities are presented along with one teacher candidate’s application of the literature in her classroom. The authors have also included a selected bibliography of children’s literature on disabilities as well as relevant websites.
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Dissertations / Theses on the topic "Authors with disabilities"

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Martin, Victoria. "Creating a space in the freak show Katharine Butler Hathaway's The little locksmith /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1798481001&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Corbett, Alan. "Becoming the author: issues of consent, power and agency in the forensic assessment of people with intellectual disabilities." Thesis, University of Kent, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594399.

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Brenna, Beverley. "Characters with disabilities in contemporary children's novels portraits of three authors in a frame of Canadian texts /." 2010. http://hdl.handle.net/10048/1110.

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Thesis (Ph.D.)--University of Alberta, 2010.
Title from pdf file main screen (viewed on April 28, 2010). A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Elementary Education, University of Alberta. Includes bibliographical references.
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Brenna, Beverley A. "Characters with disabilities in contemporary children's novels: Portraits of three authors in a frame of Canadian texts." Phd thesis, 2010. http://hdl.handle.net/10048/1110.

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This qualitative study explored influences on three Canadian authors who present characters with disabilities in childrens fiction. Portraits of these authors are framed by a discussion of contemporary Canadian childrens novels, offering curriculum ideas within the framework of critical literacy. The research questions were: What patterns in the depictions of characters with disabilities appear in the context of Canadian novels, published since 1995, for children and young adults? What motivates and informs selected contemporary childrens authors construction of fictional characters with disabilities? Portraiture was used as a variation on case study research. Methods for data collection and analysis included semi-structured interviews, personal narratives, and content analysis regarding three author portraits, including a self-portrait; content analysis was also applied to fifty childrens novels. Bakhtins conceptualization of the literary chronotope was utilized as a lens to explore aspects of time and space internal and external to these texts, and further delineated by aspects of time, social context, and placethree categories borrowed from the field of narrative inquiry. Research on classic fiction illuminates particular patterns and trends regarding authors portrayals of characters with disabilities. This dissertation has identified and explored contemporary trends. While disability figured in all of the childrens novels in the study sample, ethnicity was strikingly absent, as were books for junior readers ages eight to eleven. The inquiry utilized Dresangs Radical Change theory to identify the landscape on which books about characters with disabilities reside, supporting the metaphorical conceptualization of the radical changes in childrens literature as a rhizome. The resonance of what has informed authors, in addition to the exploration of the childrens books in this study, offers perspectives that impact critical literacy classroom approaches delineated within Lewison, Flint, and Van Sluys four dimensions framework: disrupting the commonplace, interrogating multiple viewpoints, focusing on socio-political issues, and taking action and promoting social justice. The latter dimension, while not accomplished through reading the texts themselves, may be approached through attention to author influences. The implications of the study relate to curriculum development as well as promote further research in Education, English Literature, and Disability Studies. An annotated bibliography is included.
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Books on the topic "Authors with disabilities"

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Nuss, Marcel. A contre-courant. Paris: Desclée de Brouwer, 1999.

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Unruly bodies: Life writing by women with disabilities. Chapel Hill: University of North Carolina Press, 2007.

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Enault, Odile. Les écrits fous. Paris: Desclée de Brouwer, 1988.

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ʻAlāwinah, Aḥmad. Muʻjam al-muʻāqīn samʻīyan wa-baṣarīyan wa-ḥarakīyan. Bayrūt: Maktabat Lubnān Nāshirūn, 2009.

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Regional, Seminar on Childhood Disability (2nd 2004 Dhaka Bangladesh). Second Regional Seminar on Childhood Disability, Dhaka, Bangladesh 4-6 December, 2004: Abstracts and list of authors. [Dhaka: s.n., 2004.

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Hoagland, Edward. Compass points: How I lived. New York: Pantheon Books, 2001.

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Body, remember: A memoir. New York, N.Y., U.S.A: Dutton, 1997.

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Body, remember: A memoir. Madison: University of Wisconsin Press, 2003.

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Warren, Susanna L. Psychological deprivation: Index of new information, with authors, subjects, and bibliography. Washington, D.C: Abbe Publishers Association of Washington, D.C., 1994.

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Charles, Gardou, ed. Pascal, Frida Kahlo et les autres--, ou, Quand la vulnérabilité devient force. Toulouse: Érès, 2009.

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Book chapters on the topic "Authors with disabilities"

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Steele, Linda, and Beth Goldblatt. "The Human Rights of Women and Girls with Disabilities: Sterilization and Other Coercive Responses to Menstruation." In The Palgrave Handbook of Critical Menstruation Studies, 77–91. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_8.

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Abstract Steele and Goldblatt argue that menstruation is a key site for discrimination and violence against women and girls with disabilities and that the law has been complicit in sustaining these injustices. The authors make this argument by exploring the law as it relates to sterilization and provide an overview of some of the legal dimensions of menstruation in relation to women and girls with disabilities. The authors offer Australia as a case study of the human rights challenges for this population. The study concludes with a call for critical menstruation studies scholarship to engage with the legal dimensions of menstruation in relation to women and girls with disabilities and consider how mainstream menstruation activism can address this population’s experiences and needs.
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Perianes, Milena Bacalja, and Tomi-Ann Roberts. "Transnational Engagements: From Debasement, Disability, and Disaster to Dignity—Stories of Menstruation Under Challenging Conditions." In The Palgrave Handbook of Critical Menstruation Studies, 337–45. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_26.

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Abstract This exchange, our second transnational engagement, is placed against the backdrop of a global increase in attention to both research and advocacy efforts in the menstrual experience, however cognizant of how some voices and bodies remain silent, invisible, and displaced from global efforts The authors argue that these include the experiences of the most vulnerable, who are physically limited in their ability to manage their menstrual health. To demonstrate, this study looks through the lens of women living under three challenging circumstances—women with disabilities, incarcerated women, and women living in a disaster zone—to explore how they understand, manage, and respond to their menstrual needs. The authors show how the double stigma of the women’s condition or context, with that of their menstruating status, exacerbates their vulnerability, creating further boundaries to their health and well-being.
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"Authors." In The Right to Work for Persons with Disabilities, edited by Markus Schäfers, Gudrun Wansing, and Felix Welti, 359–62. Nomos Verlagsgesellschaft mbH & Co. KG, 2018. http://dx.doi.org/10.5771/9783845291673-358.

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Campbell, Jonathan M., and Angela Scarpa. "Psychotherapy for Developmental Disabilities." In Bringing Psychotherapy to the Underserved, edited by Jeffrey Zimmerman, Jeffrey E. Barnett, and Linda F. Campbell, 281–300. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190912727.003.0014.

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Psychological disorders commonly co-occur in individuals with developmental disabilities, yet mental health disorders are under-identified and mental health services are underutilized for this group. Within the larger population of individuals with developmental disabilities, this chapter focuses on individuals with intellectual disability (ID) and autism spectrum disorder (ASD). The authors review defining characteristics of ID and ASD and then describe common psychological disorders for each group, including anxiety, depression, and behavioral dysregulation disorders. A selective review is provided of evidence-based interventions, such as cognitive behavioral therapy, that address mental health concerns for both groups. Barriers to access and utilization of services are identified and potential solutions are offered to these barriers. The authors identify the important role of stigmatizing attitudes toward individuals with developmental disabilities as contributing to poor experiences with mental health providers. The intersectionality of developmental disability and mental illness is highlighted as contributing to barriers to access to mental health treatment.
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Martinho, Maria, David Adeoluwa Sangokoya, Carson Martinez, and Gabriel Pestre. "How ICT-Enabled Systems Can Enhance Opportunities of Education for Persons with Disabilities." In Open and Distance Learning Initiatives for Sustainable Development, 34–57. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2621-6.ch002.

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The chapter provides an overview of the use of ICT tools to enhance education for persons with disabilities in developing countries. The chapter per the authors begins by presenting the international legislation on education and ICT access for persons with disabilities, and then provides both a typology for ICT usage in education for persons with disabilities as well as case studies. The authors then discuss how digital information derived from usage of ICT tools can be used to inform inclusive educational policies and programs. Finally, the chapter describes current challenges and opportunities, and provides recommendations for scaling up ICT in developing countries as a mean to improve education for persons with disabilities.
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Miesenberger, Klaus, Gerhard Nussbaum, and Roland Ossmann. "AsTeRICS." In Assistive Technologies and Computer Access for Motor Disabilities, 154–79. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4438-0.ch006.

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The authors outline the potential of sensor technology for people with disabilities and those people with motor disabilities in general. First the authors describe how people with disabilities interact with the environment using specialized Assistive Technologies (AT) to interface modern Information and Communication Technology (ICT) via the standardized Human-Computer Interface (HCI). The authors discuss the state-of-the-art and emerging sensor technology and how it enhances the potential of AT facilitated interaction with ICT/HCI regarding two domains: a) Sensor technology embedded in the environment providing flexible and adaptable means of interaction and b) sensor technology for better, more flexible and efficient application of skills of people with disabilities as AT solutions. Based on this analysis the authors advocate for changing AT practice in terms of assessment and service provision, but also R&D to recognize the extended potential provided by sensor technology to exploit presently unused or neglected skills of users. The authors underline the need to make AT solutions more flexible, adaptable, and affordable. the authors argue, in view of the potential of sensor technology, that there is an increasing need for an efficient software framework allowing an easy integration of sensor technology into AT solutions or even individual AT service provision. Finally the authors present the AsTeRICS framework as an example of an extendable AT construction set for an open source and crowed sourcing approach for a more user-centered, easy, fast, and economic implementation of sensor based or sensor enhanced AT solutions.
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Langrial, Sitwat. "Persuasive Subtleties of Social Networking Sites." In Assistive Technologies for Physical and Cognitive Disabilities, 191–210. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7373-1.ch010.

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The key objective of this chapter is to improve deeper understanding of SNSs' usage, acceptance, and users' actual behaviors. The authors propose that understanding the phenomenal success of Facebook could provide valuable information for developing health behavior change interventions. Using structured questionnaires, the authors collect qualitative data to understand SNSs users' online behaviors with an explicit focus on enjoyment and entertainment, desire to be connected, reciprocation, information quality, need for admiration, and influence of task obtrusiveness. The authors perform quantitative analyses with a special focus on value-based constructs because values are motivational constructs and could help predict users' behaviors. Results indicate that enjoyment and entertainment, reciprocation, and admiration have the strongest influence on individuals' behaviors. Although it is still early for people to use SNSs for health purposes, the results could pave the way for future research into this interesting area.
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Ishitobi, Ryoichi, Fumio Nemoto, Youko Sugita, Susumu Nakamura, Toru Iijima, Azusa Takatsu, Mimiko Taniuchi, et al. "Original Teaching Materials and School Activities for Students With an Intellectual Disability." In Handmade Teaching Materials for Students With Disabilities, 111–31. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6240-5.ch005.

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Most of the present authors, the teachers at the School for the Mentally Challenged at Otsuka, University of Tsukuba, have been creating original teaching aids and materials using low-tech and high-tech methods. Original teaching aids created with woodworking and metalworking are usually used for students with an intellectual disability. The original teaching materials with Grid Onput dot code, which could link multimedia, such as audio, movies, web pages, html files, and PowerPoint files were created in collaboration with one of the present authors, Professor Shigeru Ikuta, who organized a large research project, and Gridmark Inc. that developed Grid Onput dot code. The present authors have recently developed a new software program, SmileNote, to help students create presentation slides in expressing their feelings, will, and desires to classmates, teachers, and parents. Basic information on these materials and their use in schools is presented in this chapter.
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Gibbon, Thomas C., Nicole Taylor, Elyse R. Scheckler, Michelle Stagmer, and David F. Bateman. "Sexual Assault and Students With Disabilities." In Social Issues Surrounding Harassment and Assault, 588–611. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7036-3.ch033.

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This chapter reviews the special vulnerabilities of students with disabilities to sexual assault. The relationship between the characteristics of specific disability categories and the delivery system that is special education is explored. Historical and philosophical trends such as institutionalization, forced sterilization, and the Eugenics Movement that created the environment for sexual abuse of students with disabilities are discussed. The authors provide a case study about a recent sexual assault and a discussion of the Willowbrook institution where well documented sexual abuse of people with disabilities took place. Age and disability specific sex education, teacher training, and ongoing monitoring are recommended to improve the safety of some of our most vulnerable students.
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Gibbon, Thomas C., Nicole Taylor, Elyse R. Scheckler, Michelle Stagmer, and David F. Bateman. "Sexual Assault and Students with Disabilities." In Sexual Misconduct in the Education and Human Services Sector, 1–23. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0657-7.ch001.

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This chapter reviews the special vulnerabilities of students with disabilities to sexual assault. The relationship between the characteristics of specific disability categories and the delivery system that is special education is explored. Historical and philosophical trends such as institutionalization, forced sterilization, and the Eugenics Movement that created the environment for sexual abuse of students with disabilities are discussed. The authors provide a case study about a recent sexual assault and a discussion of the Willowbrook institution where well documented sexual abuse of people with disabilities took place. Age and disability specific sex education, teacher training, and ongoing monitoring are recommended to improve the safety of some of our most vulnerable students.
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Conference papers on the topic "Authors with disabilities"

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Tikhomirova, Larisa F., Gloria D. Vyatkina, and Maria E. Skivitskaya. "Tolerant attitude to classmates with disabilities in the structure of the accessible environment of an inclusive educational institution." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-388-394.

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The article is devoted to the actual problems of inclusive education of children with disabilities and disabilities. The authors reveal the main factors of the formation of an accessible environment in inclusive educational institutions, note the importance of such conditions as the attitude of students to classmates with disabilities and disabilities in the formation of an accessible environment of an educational institution. The article presents diagnostic data on the attitude of schoolchildren to classmates with disabilities.
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Tikhomirova, Larisa F., and Svetlana A. Volosova. "Social interaction of teachers with parent’s students with disabilities as a prerequisite for professional self-determination of adolescents." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-136-143.

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The article is devoted to current issues of inclusive education: professional self-determination of adolescents with disabilities in inclusive educational institutions. The authors note that one of the necessary conditions for professional self-determination of adolescents with disabilities is the interaction of teachers and parents, which contributes to the integration of subjects of interaction, their mutual enrichment and development, as well as the further implementation of a single approach to the formation of professional self-determination of adolescents with disabilities.
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Kiseleva, Tatyana G., and Aleksandra E. Mataulina. "Peculiarities of communication skills formation in preschoolers with delayed mental development." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-171-179.

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The article presents the results of a comparative study of communication features in children with delayed mental development and normotypical children. The research methodology is based on the approach of G.M. Andreeva, who distinguished three components in the structure of communication: perception, communication and interaction. Comparison with normotypic peers allowed the authors to highlight the necessary pedagogical conditions for the organization of an inclusive educational space, which ensure the formation of communicative competence of preschoolers with developmental disabilities. To conduct the study, the authors chose diagnostic techniques equally applicable in working with both normotypic children and children with developmental disabilities.
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Kiseleva, Tatyana G., and Natalya A. Kuznetsova. "Model of socialization of students with intellectual disabilities in individual education." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-156-164.

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The article reveals the mechanism of socialization and social adaptation of students with intellectual disabilities through the inclusion of normotypical peers in the environment, since inclusive education is considered as one of the conditions for the implementation of GEF education of children with intellectual disabilities. Children with severe disabilities who study at home require special attention. For the socialization of such children, the authors developed and theoretically substantiated a model for the inclusion of schoolchildren with disabilities in individual education in the environment of normotypical peers. This model is represented by three clusters that describe goals, objectives, approaches, principles, forms, conditions of implementation, as well as criteria and methods for evaluating results.
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Kuvshinova, Irina Aleksandrovna, and Iuliia Andreevna Baranova. "Features of Interaction of a Teacher-Defectologist with Parents of a Child with Disabilities." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96871.

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The article is devoted to the relevant problem of integration of children with disabilities in society and the problem of interaction of the teacher-defectologist with the child's parents in the process of correctional and developmental work. The authors consider the functions of the defectologist and the features of pedagogical activity, emphasize the need to implement equal rights of children and the need to create special learning conditions for students with special educational needs. The article reveals the need for social and educational integration of children with disabilities.
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Allotta, B., R. Conti, L. Governi, E. Meli, and A. Ridolfi. "Development and Testing of a Low Cost Wearable and Portable Hand Exoskeleton Based on a Parallel Mechanism." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46336.

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In this research work, the authors developed and tested a low cost wearable and portable hand exoskeleton to assist people with physical disabilities in their everyday lives. Focusing on hand opening disabilities, the proposed actuated orthoses could support and enable daily gestures such as shacking hands or grasping objects. The Hand Exoskeleton System (HES) prototype is based on a cable-driven architecture applied to a single-phalanx mechanism. The preliminary prototype of the system has been successfully built and is currently under testing with a patient to verify its performance from a patient viewpoint.
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Koga, Takahiro, Takeo Kondo, Kazukiyo Yamamoto, and Wataru Miyazaki. "An Analytical Research on the Auditory Disabled Person’s Behavior Limitation and Solution at Sandy Beach." In ASME 2008 27th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/omae2008-57348.

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In Japan, many facilities have been modified for ease of use by socially disadvantaged people because of construction and barrier-free access laws. Currently, however, these modifications are largely limited to public facilities within Tokyo. This research examines the problems for people with hearing disabilities visiting bathing beaches, which attract the maximum number of visitors and which have numerous barriers for people with disabilities, and also proposes measures for resolving some of these problems. People with hearing disabilities do not evoke caution because there is no way to tell them apart based on external appearances. This therefore creates problems such as being unable to recognize warnings regarding dangers and cautions, and being slow to take action to avoid dangers. It has thus become clear that systems for communicating information suitable for people with hearing disabilities have yet to be established. As one of the authors has a hearing disability, methods for resolving these problems are proposed by addressing the problems from the viewpoint of a hearing disabled person.
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Maksimović, Jasna, and Špela Golubović. "Univerzalni dizajn i pristupačnost igre u inkluzivnom okruženju." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.601m.

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The demand for accessibility and availability of various play activities greatly determines the quality of early inclusion of children with disabilities. The accessibility of play in an inclusive environment, in addition to adapting play space and game content to the different children's needs, is largely achieved by implementing the principles of universal design, which calls for the recognition of, and catering to human diversity, i.e. people of different age, size, ability or disability. Universal design is basically defined as the design and composition of products and environments so that they can be accessed, understood and used by all people, without the need for customization or specialized design, although the concept has expanded in recent decades and now refers to all aspects of social life. After considering the importance of play for the overall child's development, the authors analyze the characteristics of play of children with disabilities, and the characteristics of play in an inclusive environment, pointing to the basic guidelines in the application of universal design in order to create and increase the accessibility of play and inclusive playgrounds.
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Mutiku, Johannes Kioko, and Hannah Kiaritha. "Increasing the Enrolment of Women and Girls in TVET in Africa through the Women in Technical Education and Development (WITED)." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9725.

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This paper is for The PCF10 and on the sub theme “Promoting Equity and Inclusion” at the Tenth Pan-Commonwealth Forum on Open Learning (PCF10), Calgary, Canada. The author discusses how the enrollment of women and girls in TVETs in Africa is being increased through ‘’Women in Technical Education and Development (WITED)’’, a program of the Association of Technical Education and Development in Africa (ATUPA) and supported by the Commonwealth of Learning (COL). The paper gives: the background to the WITED program; the objective and strategies applied; revitalizing WITED through COL and ATUPA Women in STEM (CAWS) Project; the intended outcomes of the WITED Program and finally the conclusions. The methodology of this paper is desk research combined with interviews of the “WITED Champions”. The authors extensively examine available documents on WITED. The UN Agenda 2030 for Sustainable Development aims to: “eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations” by 2030 (SDG target 4.5); and “achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value” (SDG target 8.5). Equality and non-discrimination are also reflected in the UN’s “Leaving no one behind” framework, endorsed by the United Nation System’s Chief Executives Board for Coordination. Women in Technical Education and Training (WITED) is a program which was initiated by Commonwealth Association of Polytechnics in Africa (CAPA), now Association of Technical Universities and Polytechnics in Africa (ATUPA), with the support of the International Labor Organization (ILO) and Commonwealth of Learning (COL) back in 1988. The author seek to evaluate the impact achieved by the programme, the challenges encountered and finally make a call to action by recommending ways by which the programe can reach more girls and women and bring them into TVET programmes.
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Krunic, Tanja, and Ljiljana Ruzic-Dimitrijevic. "Condition of Web Accessibility in Practice and Suggestions for Its Improvement." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3091.

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With the current development of the Internet and its growing use it is necessary to satisfy the needs of all users including those with disabilities causing accessibility problems. The paper deals with these categories of users and how much web designers take care of their abilities to access web locations they create. The W3C organization has created a list of checkpoints regarding accessibility, which should be fulfilled by each website. A priority level representing a measure of improvement in accessibility is assigned to every checkpoint. Accordingly the authors of the paper have conducted a research of 200 web locations from different countries and obtained disturbing results on the presence of the basic accessibility principles in practice. In addition the paper offers a strategy for improving web accessibility in practice. Future web designers and managers ordering websites should be taught about the importance of web locations accessibility.
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Reports on the topic "Authors with disabilities"

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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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Wickenden, Mary, Stephen Thompson, Oluwatosin Adekeye, and Noela Gwani. Report on Development of Children with Disabilities’ and Parents’ Wellbeing and Inclusion Checklist tool 2022 - Phase 1. Institute of Development Studies, February 2023. http://dx.doi.org/10.19088/ids.2023.005.

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This report describes a piece of participatory research undertaken in 2022 as part of the UK-aid funded Disability Inclusive Development programme. Under this programme, Task Order 27 developed a model of disability-inclusive education in selected schools in Kaduna State, Nigeria and the authors of this report worked on the development of a tool to measure how children with disabilities (and their parents) perceive their inclusion in school and society, as well as their wellbeing. The tool was developed in a way which was informed by what children themselves see as important. It was also designed to show changes in experiences and perceptions overtime through repeated use of the tool over a one-year period. This report describes Phase 1 which covers the process of planning, designing and testing the tool.
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Nelson, Gena. Special Education Math Interventions. Boise State University, March 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).
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Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, March 2021. http://dx.doi.org/10.18122/sped134.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)
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Hart, Tim, Mary Wickenden, Stephen Thompson, Yul Derek Davids, Gary Pienaar, Mercy Ngungu, Yamkela Majikijela, et al. Socio-Economic Wellbeing and Human Rights-Related Experiences of People with Disabilities in Covid-19 Times in South Africa. Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/ids.2022.013.

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During the early months of the global pandemic the international Disability Rights Monitor group survey illustrated the circumstances of persons with disabilities around the world. Gradually literature on the situation for persons with disabilities in sub-Saharan Africa started to emerge. As members of an informal network looking at issues affecting this group, some of the authors of this report realised that much of the research done was not specifically focusing on their perceptions during the pandemic and that it was not using the WG-SS questions. Having noticed a gap in the type of data being collected by other scholars and the media, this small informal network identified a need for a survey that would look at both experiences and perceptions of persons with disabilities focussing on lived experiences of socioeconomic impacts and access to human rights during the pandemic in South Africa. This report summarises some of the key findings of the study, which was conducted on-line using Google Forms from the 1 July to 31 August 2021. All percentages displayed are rounded to the nearest percent and this may affect what is displayed in charts. While we cite some literature in this report, a separate literature review was written by the team, and was used to guide the research and focus the questions.
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, July 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, Albertsons Library, July 2021. http://dx.doi.org/10.18122/sped.138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
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Roberts, Tony, and Kevin Hernandez. Open Data for Agriculture and Nutrition: A Literature Review and Proposed Conceptual Framework. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.018.

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This paper begins by locating the Global Open Data for Agriculture and Nutrition project (GODAN) in the context of wider debates in the open data movement by first reviewing the literature on open data and open data for agriculture and nutrition (ODAN). The review identifies a number of important gaps and limitations in the existing literature. There has been no independent evaluation of who most benefits or who is being left behind regarding ODAN. There has been no independent evaluation of gender or diversity in ODAN or of the development outcomes or impacts of ODAN. The existing research on ODAN is over-reliant on key open data organisations and open data insiders who produce most of the research. This creates bias in the data and analysis. The authors recommend that these gaps are addressed in future research. The paper contributes a novel conceptual ‘SCOTA’ framework for analysing the barriers to and drivers of open data adoption, which could be readily applied in other domains. Using this framework to review the existing literature highlights the fact that ODAN research and practice has been predominantly supply-side focused on the production of open data. The authors argue that if open data is to ‘leave no one behind’, greater attention now needs to be paid to understanding the demand-side of the equation and the role of intermediaries. The paper argues that there is a compelling need to improve the participation of women, people living with disabilities, and other marginalised groups in all aspects of open data for agriculture and nutrition. The authors see a need for further research and action to enhance the capabilities of marginalised people to make effective use of open data. The paper concludes with the recommendation that an independent strategic review of open data in agriculture and nutrition is overdue. Such a review should encompass the structural factors shaping the process of ODAN; include a focus on the intermediary and demand-side processes; and identify who benefits and who is being left behind.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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