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Relevant bibliographies by topics / Individualized education programs

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Academic literature on the topic 'Individualized education programs'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Individualized education programs"

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Seaton, Jane B. "Individualized Education Programs." ASHA Leader 16, no. 10 (August 2011): 5–6. http://dx.doi.org/10.1044/leader.ftr8.16102011.5.

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Nickles, James L., Terry G. Cronis, Joseph E. Justen, and Garnett J. Smith. "Individualized Education Programs." Intervention in School and Clinic 28, no. 1 (July 1992): 41–44. http://dx.doi.org/10.1177/105345129202800107.

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Blackwell, William H., and Zachary S. Rossetti. "The Development of Individualized Education Programs." SAGE Open 4, no. 2 (April 9, 2014): 215824401453041. http://dx.doi.org/10.1177/2158244014530411.

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SIMPSON, RICHARD L. "Individualized Education Programs for Students with Austism." Focus on Autistic Behavior 10, no. 4 (October 1995): 11–15. http://dx.doi.org/10.1177/108835769501000402.

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Egan. "Academic Advising in Individualized Major Programs." Journal of General Education 64, no. 2 (2015): 75. http://dx.doi.org/10.5325/jgeneeduc.64.2.0075.

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Christle, Christine A., and Mitchell L. Yell. "Individualized Education Programs: Legal Requirements and Research Findings." Exceptionality 18, no. 3 (July 29, 2010): 109–23. http://dx.doi.org/10.1080/09362835.2010.491740.

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Flannery, K. Brigid, and Lisa A. Hellemn. "Building Strategically Aligned Individualized Education Programs for Transition." Journal of Special Education 49, no. 2 (February 12, 2014): 67–76. http://dx.doi.org/10.1177/0022466914521771.

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Barrie, Wendy, and Joan Mcdonald. "Administrative Support for Student-Led Individualized Education Programs." Remedial and Special Education 23, no. 2 (March 2002): 116–21. http://dx.doi.org/10.1177/074193250202300208.

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Espin, Christine A., Stanley L. Deno, and Deniz Albayrak-Kaymak. "Individualized Education Programs in Resource and Inclusive Settings." Journal of Special Education 32, no. 3 (October 1998): 164–74. http://dx.doi.org/10.1177/002246699803200303.

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Smith, Stephen W. "Individualized Education Programs (IEPs) in Special Education—From Intent to Acquiescence." Exceptional Children 57, no. 1 (September 1990): 6–14. http://dx.doi.org/10.1177/001440299005700102.

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Dissertations / Theses on the topic "Individualized education programs"

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Cherian, Mary. "Individualized education programs (IEPS) as lived experiences." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-08222008-063403/.

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Roe, Kristi. "Perceived efficacy of individual education plans a literature review /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008roek.pdf.

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Woolsey, Barbara J. Tiffin. "An examination of the relationship between teacher characteristics, socioeconomic factors and statewide test performance of students with individual education plans." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://edt.missouri.edu/Winter2006/Dissertation/WoolseyB-050506-D4213/.

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Thesis (Ed.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1. 2007) Vita. Includes bibliographical references.

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Robertson, Judith Hale. "The influence of the monitoring process on special education services in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2826.

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Thesis (Ed. D.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vii, 126 p. Vita. Includes abstract. Includes bibliographical references (p. 109-112).

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Christianson, Alec. "A comparison of regimented, scheduled, and individualized army physical fitness test training programs." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009christiansona.pdf.

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Clark, Kristen E. "Developing individualized education programs with culturally and linguistically diverse families from low-income homes : a heuristic inquiry of special education teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/867.

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Research shows evidence of overrepresentation of culturally and linguistically diverse children enrolled in special education services, a positive correlation between parent involvement and academic success, and a plethora of barriers impeding active 6 parent participation in IEP development. Barriers include language, culture, low income, . and school climate and team dynamics. The aim of this study was to explore: (a) In what ways do special education teachers engage with culturally and linguistically diverse families from low-income homes in the IEP development process? (b) In what ways do special education teachers address culturally and linguistically diverse children's educational needs while also addressing both legal and workplace expectations? (c) In what ways do special education teachers develop IEPs with culturally and linguistically diverse families from low-income homes addressing both legal and workplace expectations? These questions were addressed qualitatively utilizing Moustakas's heuristic inquiry. Deductively exploring themes using Lipsky's street-level bureaucracy framework exposed challenges special education teachers in this study had addressing both legal and workplace expectations, such as meeting IDEA 2004 mandates. With a systems theory approach, themes and subthemes were identified as being interconnected. Power imbalances between stakeholders and socioeconomic differences across families appeared to be the most prolific barriers impeding parent participation. Inductive analysis explored emergent and uncovered themes elucidating what it meant to be a special education teacher.

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Halvorson, Melisa. "Analysis of transition skills as a result of direct instruction in transition a study of eighth grade students with specific learning disabilities at Hudson Middle School /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006halvorsonm.pdf.

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Kim, Yun Hee. "Family role stressors, psychological distress, and marital adjustment in South Korean families mediating role of collectivist coping strategies /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Marshall, Todd H. "Having a child with cancer the impact on couple relationships, belief systems and values /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Hur, Suhng-june. "Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037504.

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Books on the topic "Individualized education programs"

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1947-, Turnbull Ann P., ed. Developing and implementing individualized education programs. 3rd ed. Columbus, Ohio: Merrill, 1990.

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Educational Resources Information Center (U.S.), ed. Infusing transition into individualized education programs. Des Moines, Iowa: Iowa Dept. of Education, 1996.

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ERIC Clearinghouse on Disabilities and Gifted Education., ed. Readings on individualized education programs (IEPs): Mini-bib. [Arlington, VA]: ERIC Clearinghouse on Disabilities and Gifted Education, 2001.

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Division, California Special Education, and California. Dept. of Education., eds. Handbook on developing individualized family service plans and individualized education programs in early childhood special education. Sacramento: California Department of Education, 2001.

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Edward, Burns. IEP-2005: Writing and implementing individualized education programs (IEPs). Springfield, IL: Charles C Thomas, 2006.

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Washington (State). Legislature. Joint Legislative Audit and Review Committee. Alternative learning experience programs study. Olympia, WA: State of Washington, Joint Legislative Audit and Review Committee (JLARC), 2005.

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1953-, Krell Robert, Fanning Ruta, and Washington (State). Legislature. Joint Legislative Audit and Review Committee., eds. Alternative learning experience programs study. Olympia, WA: State of Washington, Joint Legislative Audit and Review Committee (JLARC), 2005.

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Jennings, Matthew. Negotiating individualized education programs: A guide for school administrators. Lanham: Rowman & Littlefield Education, 2009.

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Disabilities, University of the State of New York Office of Vocational and Educational Services for Individuals with. Sample individualized education program (IEP) and guidance document. Albany, N.Y: The Office, 2002.

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Education, Ontario Ministry of. Individual Education Plan (IEP): Resource guide, 1998. [Toronto]: [The Ministry], 1998.

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Book chapters on the topic "Individualized education programs"

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Levesque, Roger J. R. "Individualized Education Programs." In Encyclopedia of Adolescence, 1418–20. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_681.

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Levesque, Roger J. R. "Individualized Education Programs." In Encyclopedia of Adolescence, 1897–99. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_681.

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First, Michael B., Elizabeth Spencer, Elizabeth Spencer, Sander Begeer, Brynn Thomas, Danielle Geno Kent, Maria Fusaro, et al. "Individualized Education Program (IEP) Team." In Encyclopedia of Autism Spectrum Disorders, 1574. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100712.

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Wilmshurst, Linda, and Alan W. Brue. "The Individualized Education Program (IEP) and the Importance of Teacher–Parent Collaboration." In The Complete Guide to Special Education, 183–94. Third edition. | New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315111568-20.

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Niu, Shuanghong Jenny, Xiaoqing Li, and Jiutong Luo. "Multiple Users’ Experiences of an AI-Aided Educational Platform for Teaching and Learning." In AI in Learning: Designing the Future, 215–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_13.

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AbstractThis chapter aims to provide a better understanding of how AI technology can be used to assist in teaching and learning at schools. The Smart Learning Partner (SLP) educational platform is based on AI technology to provide new possibilities for individualized learning and more educational resources. We used a case study approach to investigate how this AI-aided SLP platform helped to assist in teaching and learning from the multiple users’ perspectives of students, teachers, and the principal at a Chinese school. This chapter starts with a description of AI used in education and learning. The AI-aided SLP educational platform is then presented to illustrate in what ways it works to assist in teaching and learning. Based on the users’ self-reported experience, this platform can support students’ learning by providing students with individualized diagnostic feedback and assessments as well as information about the progress of their learning. In addition, students receive recommendations of micro lectures from the platform to aid improvement based on the students’ assessment results. Additionally, students can also access various micro lectures according to their interests. This platform provides teachers with reports of real-time learning situations and progress at the individual or class level. Accordingly, teachers can better adjust their pedagogical decision and teaching according to the students’ needs. The principal used the information to allocate resources and assist in curriculum planning at school. In conclusion, all users positively stated that this AI-aided SLP platform assisted in teaching and learning at school even though there were still certain challenges. At the end of the chapter, recommendations for the future platform design are offered.

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Sahni, Urvashi. "A Life Knowledge Approach to Life Skills: Empowering Boys with New Conceptions of Masculinity." In Life Skills Education for Youth, 193–213. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_9.

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AbstractThis chapter argues for a structural, human rights and social justice-based approach to life skills, contextualized in an urban setting in the state of Uttar Pradesh, India. This approach takes a more socially and politically embedded view of life skills than most other life skills approaches, which take a more individualized, decontextualized, and apolitical approach. I argue that since our lives are framed and structured by the socio-political contexts in which they are lived, a deeper conceptual understanding of these contexts is essential in order to navigate this terrain skillfully and successfully. This chapter provides a descriptive analysis of a school program for girls and boys from marginalized backgrounds, which educates them to become active democratic citizens with gender-just perceptions and behaviors. The school, Prerna, was established and is run by Study Hall Educational Foundation (SHEF). Prerna focuses on life outcomes and learning outcomes, with the educational goal of educating its students to develop egalitarian and gender-just habits, and the intellectual, emotional, and behavioral skills that will enable them to live as equal persons, including respecting others’ (girls’) right to equality. This chapter focuses particularly on the school’s program for boys, where they are empowered to develop an egalitarian conception of masculinity and of themselves in relationship to girls.

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Richards, Stephen B., and Sarah Schimmel. "Individualized Education Programs." In Essentials of Special Education, 73–103. Routledge, 2020. http://dx.doi.org/10.4324/9780367815530-5.

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Marx, Teri, Steven Prater, Shedeh Hajghassemali, and Nicole Bucka. "Developing and Implementing Individualized Education Programs to Ensure Student Progress." In New Considerations and Best Practices for Training Special Education Teachers, 101–14. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9494-0.ch006.

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This chapter provides information, tips, and techniques to ensure special educators have appropriate understanding of the purpose of the Individuals with Disabilities Education Act (IDEA) and their role in developing individualized education programs (IEPs) that ensure students with disabilities have access to a free appropriate public education (FAPE) and make progress toward appropriately ambitious goals. After reading, educators will (1) better understand the history and purpose of the IDEA to guarantee civil rights for individuals with disabilities; (2) understand the procedural, substantive, and implementation requirements to ensure students with disabilities have access to FAPE; and (3) learn strategies for developing IEPs that address the IDEA FAPE requirements.

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Milner, Taylor, Jacqueline Eddy, Samuel Song, and Lashaun Limbrick. "Engaging Students With Individualized Education Programs (IEPs) and 504s." In Foundations of School Counseling. New York, NY: Springer Publishing Company, 2022. http://dx.doi.org/10.1891/9780826187536.0013.

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Rockman, Saul, and Lynn Fontana. "Reaching Beyond Bricks and Mortar." In Web-Based Education, 962–74. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch067.

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Sylvan Learning has set the standard for personalized, after-school, academic support programs for students in elementary grades through high school. It has been in business for 30 years and was one of the earliest programs to demonstrate that providing direct supplemental instruction services could be successfully scaled nationally. The nearly 1,100 Sylvan centers provide academic assistance to thousands of students each dayand have helped more than 2 million students reach their full academic potential. A relatively little-known but growing component of Sylvan Learning’s offerings is Sylvan Online, a oneto- one academic assistance program that is offered to students at home in association with their local SylvanLearning centers. This Internet-based service provides the same type of individualized academic support as the centers, yet it affords greater flexibility and access. Using proprietary technologies, Sylvan Online makes it possible to reach learners—no matter their geographic area or proximity to a Sylvan Learning center—and helps them receive the kind of academic support necessary to succeed in school. This chapter describes the program andattributes of Sylvan Online and situates the program within the larger context of extended-day academic programs.

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Conference papers on the topic "Individualized education programs"

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Vlasin, Ioan. "INDIVIDUALIZATION OF LEARNING USING THE SMART EDUCATION PLATFORM AND APPLICATIONS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-122.

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In the years when technology offers the possibility to create products that are more and more specialized and adapted to the needs of the client, the desire for education to be able to offer such a benefit is justified. But without a good quantitative and qualitative knowledge of the preparation, of the progress of each student, without a continuous monitoring of them, it is not possible to speak of an individualized education. The platform and the applications for students and teachers made under the name Smart Education allow for a common monitoring process, teacher-student preparation, display of contents for learning and tests, grouped by disciplines, general competences and specific competences. Education can thus go from one imposed to that which is achieved through cooperation, adapted to the intentions, possibilities and pace of development of each student. It can thus be thoroughly constructed, with the specific responsibilities correctly assumed: of the student for the effort and the interest for his own preparation and of the teacher for his most adapted support. The first part shows briefly, what is meant by smart education and why it is important to individualize education. The following is a way of collaborating and monitoring the results obtained and the progress made in the teacher-student couple in the direction of developing the students' competence in different fields, according to the school programs. In order to facilitate the collaboration, a platform has been built that apart from learning materials and tests, there is also a section with double monitoring of the student preparation. Using an application made for the Android operating system the students can go through the materials proposed for the study, solving tests and mark the mastery skills. Teachers can validate the competences what they have verified, view test results etc., using another Android application. Each descriptor / skill within the specific competences mentioned in the curriculum has a certain number of credits associated. In this way, the credits can be centralized on the specific and general competences. An overall, qualitative and quantitative picture of the preparation of each student is obtained, as well as the progress over a set period. In this way, at all times, the teacher and the student have an accurate picture, up to date on the level of competence in all the fields pursued, and the first big step for a good individualization is made.

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Lara, Édipo Giovani França, Selene Elifio Esposito, and José Claudio Casali da Rocha. "IMPACT OF PHYSICAL ACTIVITY ON PHYSICAL FITNESS AND BODY COMPOSITION OF WOMEN AFTER BREAST CANCER TREATMENT." In Abstracts from the Brazilian Breast Cancer Symposium - BBCS 2021. Mastology, 2021. http://dx.doi.org/10.29289/259453942021v31s2013.

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Introduction: Much has been discussed about benefits of physical exercise in women who have ended breast cancer treatment, which includes not only the improvement of their quality of life but also a remarkable decreased risk of recurrence. To achieve these benefits, it is important that the parameters for prescribing and monitoring physical activity for this population are well defined, as well as the evaluation of factors that may interfere with the results and the adherence to physical exercises. Objectives: To assess the impact of physical exercise on physical fitness and body composition in women who have ended breast cancer curative treatment and to evaluate the impact of physical exercise on women with binge eating disorder. Methods: This prospective study included 107 women between 18 and 60 years of age shortly after the end of their curative treatment for breast cancer (surgery and/or chemotherapy and/or radiotherapy). The participants, after signing the informed consent form, were motivated to do aerobic exercises, localized muscular strength/resistance, and flexibility exercises. Intervention consisted of sets of physical exercises prescribed to all participants by a physical educator in progressive intensities and volumes over the months, according to their adaptive responses, considering individual capabilities and limitations. All participants were evaluated at entrance for cardiovascular morbidities and oriented how to exercise by their own at their homes. Evaluations including body composition, VO2max, and localized muscle resistance were performed at pre-intervention (basal), after 6 and 9 months of intervention. Results: A total of 78 (72.8%) women adhered to the training program, and 29 (27.2%) chose not to adhere. After 9 months of regular and individualized intervention, adherent women showed significantly better results in all variables of body composition and physical fitness: body mass (-4.38±3.67 kg; p0.05), as well as it was not influenced by breast cancer characteristics (e.g., histology, stage, and molecular subtypes) or treatment (i.e., mastectomy, axillary surgery, chemotherapy, or radiotherapy; p>0.05). Conclusion: Our study shows that individualized programs of self-training sets of physical exercises, remotely guided by a physical education professional, could improve the body composition and physical fitness of women in surveillance after breast cancer, regardless of the history of breast cancer or treatment, showing that it is possible to reduce risk factors associated with breast cancer recurrence and to contribute to a better quality of life for these women.

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Buzzetto-More, Nicole, and Ojiabo Ukoha. "The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3319.

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Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007; Zerr, 2007). The University of Maryland Eastern Shore is a Historically Black University that primarily serves first generation, low income, and minority learners. Over the years, the number of students requiring remedial mathematics instruction has increased dramatically. In order to increase student learning outcomes success, as well as the persistence rates of students, an online homework and assessment system was implemented into all sections of remedial mathematics. Features of the system utilized include interactive tutorial exercises, an online tutoring center, an e-book, sample problems and answers, diagnostic analysis, targeted exercises, online assignments and quizzes, and an online grade book. This paper presents the findings of study that examined student satisfaction and perception of value with respect to the usage of this system as well as impact on student persistence and performance. The results of this study were mixed and marked by high levels of neutrality; however, the findings did indicate that most students felt that the system was easy to use, a valuable learning tool, successful at having helped them to learn course concepts, and an aide that helped them to perform better on their assignments. At the same time, most student responded that they were not satisfied the system. The analysis of the student performance data noted a significant decrease in student withdrawal rates and a marked increase in pass rates for the course under consideration.

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Perouse-Harvey, Ebony. "Developing Simulations to Support Preservice General Educator Collaborative Practice During Individualized Education Program Meetings." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582933.

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Bisha, Jenny. "Educator Perceptions of Elementary Student Involvement in the Development of the Individualized Education Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586159.

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Drelick, Alicia. "Considerations for Implementing Technology to Improving the Progress Monitoring Process for Functional Individualized Education Program Goals." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1568339.

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Nastiti, Anugrah Try, and Nur Azizah. "A Review on Individualized Educational Program in Some Countries." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.8.

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Vlada, Marin, and Adrian Adascalitei. "COMPUTERS: AS DIGITAL FACILITIES FOR SCIENTIFIC RESEARCH AND AS TOOLS FOR ENHANCED LEARNING IN HIGHER EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-138.

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Complexity of learning causes at all stages of development of human society, the search for new methods, new tools, new resources for relevant efficiency in education. Until now developed new theories and methods developed by educators and psychologists were reformed and modernized education systems of the countries have adapted curriculum learning goals were always set new directions in scientific research. Over time, changes in all scientific theories, methods and techniques of investigation of development of human knowledge that influence the overall development of human society. To achieve development and efficiency in life, one must continually adapt to the changes of knowledge. In education, particularly learning and improvement, the emergence of new information and communication technologies (ICT) to improve pedagogical theories and psychological forces pupils / students, teachers, parents and professionals to adapt to these changes. What do pupils and students? What do teachers and parents? What do experts? What are governments? An Example. INTIME Project (1999-2001). "The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning". Technology as Facilitator of Quality Education Model: A Model (by William P. Callahan and Thomas J. Switzer, College of Education, University of Northern): o COMPUTER: means for forming a new vision of education, research and innovation. o TECHNOLOGY: mediator of quality education. o STUDENTS: active participants in their own learning process. Computer Aided Learning Many educational projects that use computer and software are the result of complex ideas and exploratory actions immediately after 2000. Already there were many changes in education by supporting it with systems, programs and applications, including the development of IDD shape (Open Distance Learning). At that time - the transition from Web 1.0 to Web 2.0 technology, the terms "e-Learning" and "Educational Software" appeared more often in various articles, studies, reports, etc.. Today, some experts in e-learning and educational software actually admit that at the time concepts were not clear and do not understand the context of their use in education and training. After 10 years, by following some step-difficult-sometimes even e-Learning products and educational software incorporates not only expertise in informatics and IT professionals, especially teachers and teaching scenarios for learning: IAC (Computer Aided Training). Systemic approach to learning and teaching strategy Computer assisted learning systems approach to training enables a new vision that psycho-pedagogy one theorized in recent years, but which becomes operative when teaching strategy is combined with multimedia technologies. While in training designed as a system can be determined: for the system (training objectives), the processes by which it is achieved for (type of activities, learning situations in which students must participate to achieve the targets) and the results that they want to reach (translated into effective procurement categories of students), educational software design allows even cover the main elements of the system, helping to optimize the learning process. News trends New trends in education highlights the need for a teaching tool that involves both players learning process: teachers and students.Changing the paradigm shift from learning and knowledge acquisition in the development of skills, values and attitudes necessary focus on training activities and voluntary dominant active participation of students to the needs, interests and their learning profiles. Differentiated Instruction and its contextualization is particularly useful support in using computers in the classroom. The Power of Learning "Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding." William Arthur Ward Knowledge and lifelong learning frees you from ignorance and superficiality. Today, technology and software resources help business efficiency and a better job in this regard. "Educational content it should encourage students to create their own knowledge by experiment, not by learning a text by heart." Radu Jugureanu The responsibility for education is nowadays shared: collaborative demarches and adequate commitment from all stakeholders is very much increasing the effects of education as a whole, oriented towards preparing competitive human resources equipped with competences for the 21st Century: cooperation, communication, critical thinking, creativity, innovation. In the United States and also in UNESCO strategies these are referred to as the 21st Century Skills. The European Union in the Lisbon framework outlines eight domains of Key Competences for Lifelong Learning. These 21st Century Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. For Dr. Howard Gardner (American Psychologist and Educator), intelligence is (Building the 21st-Century Mind: www.howardgardner.com, Gardner, 2009): o the ability to create an effective product or offer a service that is valued in a culture; o a set of skills that make it possible for a person to solve problems in life; o the potential for finding or creating solutions for problems, which involves gathering new knowledge. Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. More self-motivated, individualized, group and collaborative learning processes, supported by ICT will contribute significantly to the preparation of a more agile modern workforce (Hamilton, & O'Duffy 2009).

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Greenwood, Davydd. "ENHANCING INTERCULTURAL LEARNING THROUGH ACTIVE PEDAGOGY, PROGRAM INTEGRATION, AND INDIVIDUALIZED STUDENT MENTORING: THE CASA-SEVILLA PROGRAM." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0384.

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Āriņa, Baiba, Tatjana Koķe, and Nora Jansone-Ratinika. "Representation of the Student-Centred Learning Approach on University Website." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5593.

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Abstract:

The topicality of the change of the educational paradigms in the national and global context forms a necessity and challenge for the higher education system to undergo the dynamic change in moving towards more individualised education process. The student-centred learning (SCL) approach as a topical form of implementation of the educational process conforms to the needs of contemporary society and as such advances growth at both individual as well as institutional level. The University website provides an insight into the implementation of the educational process by representing the mindset, values, and positions of individuals at the University. The aim of the research is to evaluate the representation of SCL approach on the Rīga Stradiņš University (RSU) website, thus offering conclusions and recommendations for its development. The results from the analysis of the descriptions of study programmes confirm that the representation of student-centred approach is taking place, however, it should be improved in such aspects as students’ and lecturers’ relationships, lecturers’ competencies, implementation of the partnership, and the digitalisation of the study process.Keywords: Student-centred learning, university website, representation.

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