New Perspectives in Science Education

Special needs in higher education are currently a concern about the teaching methodologies, the assessment system and the information and communication technologies used.
In the case of amblyopia, associated with a wider and lack of lateral vision, students are limited by tubular vision. The need to increase words and decrease sentence length requires new teaching-learning methodologies (Awan et al., 2010). The use of information technologies, e.g. computers and interactive whiteboards, allows for greater reading flexibility and knowledge acquisition. Audiovisual media, with image projection and sound reproduction, allow students to more easily view contents and understand the material. Computer-based assessment with increased spelling and answers using the same technological means allows students to feel motivated and satisfied, with equal opportunity and equal evaluation regarding dates, text and material used. Using B-On, students can access books that have grown and use updated bibliography. We used feedback from students to develop an educational / motivational intervention pack to improve amblyopia treatment (Pradeep et al., 2014).
This research addresses a case study with special educational needs for visual impairment - amblyopia. The results of two years were analyzed, and a synthesis of the methodologies made in the various curricular units, with spatial emphasis of the evaluation and the results. We have investigated the effect of amblyopia on reading using eye movement recordings and find that there are often subclinical deficits present for example when reading with both eyes open or the non-amblyopic eye open (Kanonidou et al., 2010, 2014). In this study the students were given technological means, especially computer technology to solve the problem. The social work course was the degree analyzed. It takes at least three years to obtain a degree and to enter the job market. This student has already been assessed in at least 60% of the curricular units and in at least 50% has obtained approval. Nowadays is currently attending the 2nd year. Teamwork develop skills and participation knowledge. In extracurricular activities its performance is always accompanied by the mentor who is only a process advisor. Burchinal et al. (2008) alerts to School Programs and make an analysis to Working Meeting. Both content and evaluation have resulted in the teaching-learning process. The inclusion of this type of students is made with respect to these processes and now there is no demotivation or dissatisfaction. Another procedure to promote success is done through individualized support sessions, in which case 100% were purchased. This study aims to create an information base for the learning system, and to be used in other situations in higher education institutions.

Keywords: Inclusion, Special needs, Higher Education Institutions, Assessment.

References:
[1] Awan M, Proudlock F, Grosvenor D, Choudhuri I, Sarvananthan N, Gottlob I. (2010) An Audit of the Outcome of Amblyopia Treatment: A retrospective analysis of 322 children. Br J Ophthalmol. 94 8 1007-11
[2] Burchinal, M., Kainz, K., Cai, K., Tout, K., Zaslow, M., Martinez-Beck, I., et al. (2008). Child care quality and child outcomes: Multiple studies analyses. Paper presented at the Developing a New Wave of Quality Measures for Early Childhood and School-Age Programs: A Working Meeting.
[3] Pradeep A, Thomas S, Roberts EO, Proudlock FA, Gottlob I.(2008) Reduction of congenital nystagmus in a patient.  Strabismus. 2008 Jan-Mar;16(1):29-32.
[4] Kanonidou E, Proudlock FA, Gottlob I.(2010) Reading strategies in mild to moderate strabismic amblyopia: an eye movement investigation. Invest Ophthalmol Vis Sci. 2010 Jul 51 7 3502-8
[5] Snow, C. E., Porche, M., Tabors, P., and Harris, S. (2007). Is literacy enough? Pathways to academic success for adolescents. Baltimore, MD: Brookes.