Working with Students with Special Educational Needs and Predictors of Burnout. The Role of ICTs.

Abstract

The purpose of this study was to examine the burnout dimensions of professionals working with students with special educational needs and the role played by their personal traits in the prevalence of the syndrome. To examine this objective a sample of Greek teachers was selected. The data was collected using the online form of Maslach Burnout Inventory. The results of this research showed that the main prognostic factors of the syndrome in each dimension are the total previous service with students with special educational needs, the specialty, as well as, the age of the sample.

Enhancing mental health promotion of students with learning disabilities: The role of motivation and digital technologies

“…At this point, we must highlight also the productive and effective role of digital technologies in the field of health education. These technologies, which include mobile devices (89-92), a variety of ICTs (93)(94)(95)(96)(97)(98)(99)(100)(101)(102)(103)(104)(105)(106)(107)(108)(109)(110)(111)(112), AI & STEM ROBOTICS (113)(114)(115)(116)(117)(118)(119), and games (120-122), facilitate and improve educational procedures such as assessment, intervention, and instruction. In addition, the use of ICTs in conjunction with theories and models of metacognition, mindfulness, meditation, and emotional intelligence cultivation , accelerates and enhances educational practices and outcomes, particularly for health education domain.…”

Low mathematics performance and the role of digital technologies

“…Last but not least, we emphasize the significance of digital technologies in the educational domain and math comprehension, which are very productive and successful, and how they facilitate and improve assessment, intervention, and educational procedures via mobile devices that bring educational activities everywhere [37][38][39][40], various ICTs applications that are the main supporters of education [41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56], and AI, STEM, Games and ROBOTICS that raise educational procedures to new performance levers [57][58][59][60][61][62][63][64]. Additionally, ICTs are being improved and combined with theories and models for cultivating emotional intelligence, mindfulness, and metacognition , accelerates and improves more the educational practices and results, especially in children with Math problems, treating domain and its practices like assessment and intervention.…”

The creation of cultures of inclusion, the development of inclusive policies, and the implementation of inclusive practices

“…Finally, we emphasize the significance of all digital technologies in the field of education and in inclusion domain, which is highly effective and productive and facilitates and improves assessment, intervention, and educational procedures via mobile devices that bring educational activities everywhere [21][22][23][24], various ICTs applications that are the main supporters of education [25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44], and AI, STEM, Games and ROBOTICS that raise educational procedures to new performance levers [45][46][47][48][49][50][51][52]. Additionally, the development and integration of ICTs with theories and models of metacognition, mindfulness, meditation, and the cultivation of emotional intelligence , accelerates and improves more the educational practices and results, especially in inclusion, treating domain and its practices like assessment and intervention.…”