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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    <subfield code="a">eng</subfield>
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  <datafield tag="653" ind1=" " ind2=" ">
    <subfield code="a">Embodied learning</subfield>
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    <subfield code="a">Tangible Interfaces</subfield>
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    <subfield code="a">Special Education Needs</subfield>
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    <subfield code="a">Inclusive Education</subfield>
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    <subfield code="a">Teacher training</subfield>
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    <subfield code="a">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.</subfield>
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    <subfield code="u">Dpt. de Pedagogía Universidad de Valladolid Valladolid, Spain</subfield>
    <subfield code="a">Sara Villagrá-Sobrino</subfield>
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    <subfield code="u">Research center on Interactive media, Smart Systems &amp; Emerging technologies (RISE) Nicosia, Cyprus</subfield>
    <subfield code="a">Yiannis Georgiou</subfield>
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    <subfield code="u">Cyprus Interaction Lab Cyprus University of Technology Limassol, Cyprus</subfield>
    <subfield code="a">Andri Ioannou</subfield>
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    <subfield code="u">Dpt. de Pedagogía Universidad de Valladolid Valladolid, Spain</subfield>
    <subfield code="a">María Jiménez Ruiz</subfield>
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    <subfield code="u">Dpt. de Informática Universidad de Valladolid Valladolid, Spain</subfield>
    <subfield code="a">Alejandra Martínez-Monés</subfield>
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    <subfield code="a">The INTELed pedagogical framework</subfield>
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    <subfield code="a">&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;</subfield>
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    <subfield code="a">10.1145/3335595.3335652</subfield>
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