Conference paper Open Access

The INTELed pedagogical framework

Alejandra Martínez-Monés; Sara Villagrá-Sobrino; Yiannis Georgiou; Andri Ioannou; María Jiménez Ruiz

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      <creatorName>Alejandra Martínez-Monés</creatorName>
      <affiliation>Dpt. de Informática Universidad de Valladolid Valladolid, Spain</affiliation>
      <creatorName>Sara Villagrá-Sobrino</creatorName>
      <affiliation>Dpt. de Pedagogía Universidad de Valladolid Valladolid, Spain</affiliation>
      <creatorName>Yiannis Georgiou</creatorName>
      <affiliation>Research center on Interactive media, Smart Systems &amp; Emerging technologies (RISE) Nicosia, Cyprus</affiliation>
      <creatorName>Andri Ioannou</creatorName>
      <affiliation>Cyprus Interaction Lab Cyprus University of Technology Limassol, Cyprus</affiliation>
      <creatorName>María Jiménez Ruiz</creatorName>
      <affiliation>Dpt. de Pedagogía Universidad de Valladolid Valladolid, Spain</affiliation>
    <title>The INTELed pedagogical framework</title>
    <subject>Embodied learning</subject>
    <subject>Tangible Interfaces</subject>
    <subject>Special Education Needs</subject>
    <subject>Inclusive Education</subject>
    <subject>Teacher training</subject>
    <date dateType="Issued">2019-10-30</date>
  <resourceType resourceTypeGeneral="Text">Conference paper</resourceType>
    <alternateIdentifier alternateIdentifierType="url"></alternateIdentifier>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsIdenticalTo">10.1145/3335595.3335652</relatedIdentifier>
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  <version>Accepted pre-print</version>
    <rights rightsURI="">Creative Commons Attribution Non Commercial No Derivatives 4.0 International</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
    <description descriptionType="Abstract">&lt;p&gt;The theories of embodied cognition and embodied learning have attracted the attention of researchers and practitioners due to the new possibilities opened up by new multi-sensory interactive technologies. The application of these theories and technologies to special education has been intense in the last years, but their introduction in inclusive educational contexts is yet scarce. The &amp;lt;project&amp;gt; aims at fulfilling this gap, by supporting teachers in acquiring knowledge and skills to use multi-sensory technologies to address the needs of special education children in inclusive educational contexts. This paper presents the work done in the first phase of the &amp;lt;project&amp;gt;, aimed at establishing the pedagogical framework and the main concepts involved in the &amp;lt;project&amp;gt;.&lt;/p&gt;</description>
    <description descriptionType="Other">This work has been partly supported by the project that has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 739578 (RISE – Call: H2020-WIDESPREAD-01-2016-2017-TeamingPhase2) and the Government of the Republic of Cyprus through the Directorate General for European Programmes, Coordination and Development.</description>
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