El uso de la tecnología de apoyo (T.A.) en la enseñanza del inglés al alumnado con necesidad específica de apoyo educativo (NEAE) en tiempos de Covid-19

Referencias bibliográficas

• Alawajee, O. A., & Almutairi, H. A. (2022). Level of Readiness for In-Class Teaching Among Teachers of Students with Special Educational Needs: Post-COVID-19. Eurasian Journal of Educational Research (EJER), (98).
• Al-Dababneh, K. A., & Al-Zboon, E. K. (2022). Using assistive technologies in the curriculum of children with specific learning disabilities served in inclusion settings: teachers’ beliefs and professionalism. Disability and Rehabilitation: Assistive Technology, 17(1), 23-33.
• Alemi, M., & Bahramipour, S. (2019). An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities. Asian-Pacific Journal of Second and Foreign Language Education, 4(1), 1-22.
• Aljedaani, W., Aljedaani, M., AlOmar, E. A., Mkaouer, M. W., Ludi, S., & Khalaf, Y. B. (2021). I cannot see you—the perspectives of deaf students to online learning during covid-19 pandemic: Saudi arabia case study. Education Sciences, 11(11), 712.
• Aljedaani, W., Krasniqi, R., Aljedaani, S., Mkaouer, M. W., Ludi, S., & Al-Raddah, K. (2023). If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: a literature review. Universal access in the information society, 22(3), 1027-1046.
• Armas-Alba, L., & Alonso-Rodríguez, I. (2022). Las TIC y competencia digital en la respuesta a las necesidades educativas especiales durante la pandemia: Una revisión sistemática. Revista internacional de pedagogía e innovación educativa, 2(1), 11-48.
• Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2020). Teachers of students with learning disabilities: Assistive technology knowledge, perceptions, interests, and barriers. Journal of Special Education Technology, 35(4), 236-248.
• Bakhodirov, O., & Rahmanova, G. (2023). AI and Language Learning Disabilities. Innovative research in modern education, 1(9), 7-10.
• Barua, P. D., Vicnesh, J., Gururajan, R., Oh, S. L., Palmer, E., Azizan, M. M., ... & Acharya, U. R. (2022). Artificial intelligence enabled personalised assistive tools to enhance education of children with neurodevelopmental disorders—a review. International Journal of Environmental Research and Public Health, 19(3), 1192.
• Black, E., & Hattingh, M. (2020). Assistive Technology for ADHD: A Systematic Literature Review. International Conference on Innovative Technologies and Learning (pp. 514-523). Springer, Cham.
• Chacín, A. J. P., González, A. I., y Peñaloza, D. W. (2020). Educación superior e investigación en Latinoamérica: Transición al uso de tecnologías digitales por Covid-19. Revista de ciencias sociales, 26(3), 98-117.
• Cheng, S. C., & Lai, C. L. (2020). Facilitating learning for students with special NEAEds: a review of technology-supported special education studies. Journal of computers in education, 7(2), 131-153.
• Chigona, A. (2015). Pedagogical shift in the twenty-first century: preparing teachers to teach with new technologies. Africa Education Review, Vol. 12 No. 3, pp. 478-492,
• Cifuentes-Faura, J. (2020). Docencia online y Covid-19: la necesidad de reinventarse. Revista de estilos de aprendizaje, 13(Especial), 115-127.
• Courduff, J., Lee, H., Rockinson-Szapkiw, A., & Watson, J. H. (2022). Assistive Technology/Augmentative & Alternative Communication Implementation: School to Home during COVID-19. Assistive Technology Outcomes & Benefits (ATOB), 16(1).
• De Klerk, E. D., & Palmer, J. M. (2022). Technology inclusion for students living with disabilities through collaborative online learning during and beyond COVID-19. Perspectives in Education, 40(1), 80-95.
• Domagała-Zyśk, E. (2013). 5. Using Technology to Teach English as a Foreign Language to the Deaf and Hard of Hearing. Inclusive language education and digital technology (pp. 84-102). Multilingual Matters.
• Drajati, N. A., Junhita, R., & Ikasari, B. (2021). Multimodality in English learning for hard-of-hearing learners during the COVID-19 pandemic. Post Pandemic L2 Pedagogy (pp. 55-59). Routledge.
• Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2020). Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Association for the Advancement of Computing in Education.
• Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: a systematic review. Educational technology research and development, 70(5), 1911-1930.
• Fiorini, L., Rovini, E., Russo, S., Toccafondi, L., D’Onofrio, G., Cornacchia Loizzo, F. G., ... & Cavallo, F. (2022). On the use of assistive technology during the COVID-19 outbreak: results and lessons learned from pilot studies. Sensors, 22(17), 6631.
• Fornauf, B. S., & Erickson, J. D. (2020). Toward an inclusive pedagogy through universal design for learning in higher education: A review of the literature. Journal of Postsecondary Education and Disability, 33(2), 183-199.
• Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer assisted language learning, 27(1), 70-105.
• Gombas, J., & Csakvari, J. (2022). Experiences of individuals with blindness or visual impairment during the COVID-19 pandemic lockdown in Hungary. British Journal of Visual Impairment, 40(2), 378-388.
• Gonzalez, Y. M. M. (2020). Teaching American English Sounds to Blind and Low Vision Learners Using Assistive Technology. Michigan State University.
• González, C. C. (2022). Condiciones para adopción de tecnologías digitales de apoyo a la gestión curricular. Revista educación y tecnología, (15), 34-54.
• Hicham, B., & Bachir, B. (2020). Using Writing Assistive Technology to Improve EFL University Students Performance. Quarterly of Iranian Distance Education Journal, 2(2).
• Huang, H. W. (2020). The Effectiveness of Using YouTube Videos to Teach Grammar for EFL Students with Learning Disabilities. Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning (pp. 234-239).
• Kapperman, G., Koster, E., & Burman, R. (2018). The study of foreign languages by students who are blind using the JAWS screen reader and a refreshable braille display. Journal of Visual Impairment & Blindness, 112(3), 317-323.
• Kundu, A., Bej, T. and Dey, K.N. (2020), "Indian educators’ awareness and attitude towards assistive technology", Journal of Enabling Technologies, Vol. 14 No. 4, pp. 233-251.
• Layton, N., Mont, D., Puli, L., Calvo, I., Shae, K., Tebbutt, E., ... & Sidiqi, M. (2021). Access to assistive technology during the COVID-19 global pandemic: Voices of users and families. International Journal of Environmental Research and Public Health, 18(21), 11273.
• Lerga, R., Candrlic, S., & Jakupovic, A. (2021). A Review on Assistive Technologies for Students with Dyslexia. In CSEDU (2) (pp. 64-72).
• Long, E., Vijaykumar, S., Gyi, S., & Hamidi, F. (2021). Rapid transitions: experiences with accessibility and special education during the COVID-19 crisis. Frontiers in Computer Science, 2, 617006.
• López Núñez, J.A., Campos Soto, M.N., Aznar Díaz, I. & Rodríguez Jiménez, C. (2020). Competencia digital del profesorado para la atención al alumnado con dificultades de aprendizaje. Una revisión teórica. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2), 143-154
• McNicholl, A., Casey, H., Desmond, D., & Gallagher, P. (2019). The impact of assistive technology use for students with disabilities in higher education: a systematic review. Disability and Rehabilitation: Assistive Technology, 1-14.
• Mohamed, A. M. A., & Shaaban, T. S. K. (2021). The Effects of Educational Games on EFL Vocabulary Learning of Early Childhood Students with Learning Disabilities: A Systematic Review and Meta-analysis. International Journal of Linguistics, Literature and Translation, 4(3), 159-167.
• Moreno-Rodríguez, R., Tejada, A., & Díaz-Vega, M. (2020). Covid-19. Educación inclusiva y personas con discapacidad: fortalezas y debilidades de la teleeducación. Ciudad accesible, Colección iAccesibility, vol. 23
• Naghavi, A., Faramarzi, S., Abbasi, A., & Badakhshiyan, S. S. (2022). COVID-19 and challenges of assistive technology use in Iran. Disability and Rehabilitation: Assistive Technology, 17(3), 268-274.
• Ochieng, V. O., & Waithanji Ngware, M. (2023). Adoption of education technologies for learning during COVID-19 pandemic: The experiences of marginalized and vulnerable learner populations in Kenya. International journal of educational reform, 32(4), 464-487.
• Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108-121.
• Parra, J. J. M., Mendieta, L. D. V. M., & Milea, A. G. (2020). La educación inclusiva en tiempos de COVID-19. Aula de secundaria, (38), 18-22.
• Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis.
• Philip, L., & Bali, A. (2022). Teaching Special Education during the COVID-19 Pandemic: An Exploratory Study. World Journal of English Language, 12(1).Computers & Education, 114, 139-163.
• Porras, J. D. R. O., & Bernal, C. C. O. (2022). Docentes y las tecnologías de la información y la comunicación: el nuevo rol en tiempos de pandemia por COVID-19. Revista Educación, 46(1), 1-14.
• Puentedura, R. (2014). SAMR and TPCK: A hands-on approach to classroom practice. Hipassus.
• Puli, L., Layton, N., Mont, D., Shae, K., Calvo, I., Hill, K. D., ... & Hiscock, D. (2021). Assistive technology provider experiences during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 18(19), 10477.
• Smith, E. M., MacLachlan, M., Ebuenyi, I. D., Holloway, C., & Austin, V. (2020). Developing inclusive and resilient systems: COVID-19 and assistive technology. Disability & Society, 1-4.
• Smith, E. M., Toro Hernandez, M. L., Ebuenyi, I. D., Syurina, E. V., Barbareschi, G., Best, K. & MacLachlan, M. (2022). Assistive technology use and provision during COVID-19: results from a rapid global survey. International Journal of Health Policy and Management.
• Steed, E. A., Phan, N., Leech, N., & Charlifue-Smith, R. (2022). Remote delivery of services for young children with disabilities during the early stages of the COVID-19 pandemic in the United States. Journal of Early Intervention, 44(2), 110-129.
• Stenhoff, D. M., Pennington, R. C., & Tapp, M. C. (2020). Distance education support for students with autism spectrum disorder and complex needs during COVID-19 and school closures. Rural Special Education Quarterly, 39(4), 211-219.
• Valdivieso, K. D. (2020). Educación inclusiva durante la emergencia: acciones en América Latina. CienciAmérica: Revista de divulgación científica de la Universidad Tecnológica Indoamérica, 9(2), 154-165.