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POST # 25: COMPUTER PROGRAMS FOR CHILDREN hard of hearing and deaf.





The use of software development and communication of students with severe hearing loss or deafness, seeks to promote the development of the basic psychological processes: attention, perception, memory and motivation. These computer systems, can help improve the use and acquisition of oral and written language by the deaf person.

In the broad spectrum of resources we have in the XXI century, computer media offer many opportunities, with many specific applications for the rehabilitation of specific disorders of language and education of hearing impairment. Most of these software development serving the capabilities of students with hearing impaired or deaf, referring to enhance semantic aspects, use of spelling rules, improved articulation through phonetic displays, etc.

specialist working with students with hearing impairments, you must know what equipment and what software can serve you in each particular case.

resources for development and enhancement of speech and voice.

These tools provide immediate visual feedback of the sound stimuli emitted by the specialist and / or person hearing impaired: Speech Viewer III, Visha System, Visi-Pitch, Dr. Speech, among others. Speech Viewer III

Created by IBM, is a speech training system. Used with standard sound card (Sound Blaster) and under Windows. It is a program designed to correct phonetics and control of phonation. Allows treatment of the attributes of speech. Biofeedback is based on the immediate receiving oral individual productions, showing the characteristics of his speech: pitch, intensity, duration, and phoneme isolation. Work includes thirteen modules grouped into these sections:
-Module Knowledge:
contains exercises designed to improve the perception of voice to facilitate self-control. Working knowledge of sound, the sound knowledge, knowledge intensity and knowledge of sound and tone. In this way the child understands the concept of sound / no sound, duration of the issue of voice, intensity, etc. In addition to practicing the regulation and control of their own voice.
-Module development of techniques
contains several games designed to practice and automate the control of phonation.
-module vocal techniques:
work includes several games for the accuracy, contrast and vowel modeling.
-module structure:
acts as a phonetics laboratory to analyze some aspects of speech such as loudness, intensity, tone and intonation.
The program is quite motivating and animations depicting oral production. It is useful for working with hearing impaired notions of sound, intensity, pitch, duration, self-control of phonation, and the proper coordination of the various phonemes.
System VISHA
It consists of a card digital processing of the signal connected to a compatible PC and a series of programs, all of them created and developed by the Polytechnic University of Madrid. Technology Laboratory in Rehabilitation work continues on developing a series of software applications for the treatment of certain diseases of the voice. These are some of the applications developed:
1.Wisotón.
The program can work with patterns of 3 types: intensity, fundamental pitch and loudness. The examiner recorded a series of patterns which can be supplemented with phrases to help students in training, text files describing what is its purpose and even sound file itself. With these patterns the teacher set work sessions tailored to individual students based on the training aspects. The program records all the results so that the teacher can analyze them later. At all times, both patterns may change as the session, as the student's own parameters (fundamental frequency, etc.)..
2.PcVox, WPcVox (Windows Update).
Programs that allow the study of the voice signal.
3.PcAud (conducting hearing tests).
allows the following types of audiometry, audiometric automatic audiometric entertainment, distinctive rank test (speech audiometry), curve intelligibility (speech audiometry). All tests can be performed both by air and bone conduction.
4.Predice (word completion)
is a word completion system while it is of particular use for the handicapped can be used in education of deaf people. Includes a direct link to Text Converter Vox. Allows customization of the working environment: colors, fonts, and print work.
5.SAS (positioning of the articulators).
From the voice, representing the position adopted by the articulatory organs. Allows training by established patterns.
Educational Software for the acquisition and development of oral and written language skills. MUSA Project

is a global work environment for the rehabilitation of persons with hearing and speech. This project is integrated into the TIDE program of the EEC and consists of the evaluation, adaptation and application of PHONOS program for the rehabilitation of speech and language development. DI

Learning Program and speechreading training. Published and distributed by the MEC-PNTIC (Program for New Technologies of Information and Communication). Is a program for speech therapy intervention in the training of lipreading. Is aimed at students with hearing impairment that needs to be started in this skill.
programs that develop written language
includes software written specifically for patients with special educational needs, hearing impaired, and programs to people in the process of learning reading-writing (Elementary education students). We should note that while facilitating literacy learning developed writer attention, memory, conceptual semantics, syntax, etc. Gram

writing practices program created specifically for the hearing impaired, designed to work the use of verb forms from a series of texts submitted.
LAO Project (Computer-Aided Speech Therapy) consists of three macro-
: Language Environments (EL), syllable and phonological segmentation (SIFO) and INTELEX, and several applications built from them, such as: home Family, HALE, BLA, BLA, BLA, Pili and Chema, Mi Barrio, fruit, etc. The project has been developed LAO por MEC (Ministerio de Educación y Cultura), Fundación ONCE y Fundación APANDA (Asociación de Padres de Niños con Deficiencias Auditivas).
CLIC
Programa distribuido por el PIE (Programa de Informática Educativa de la Generalitat de Cataluña), MEC-PNTIC y otras Comunidades Autónomas. Es un entorno multimedia para crear y realizar actividades educativas tanto para las distintas etapas y ciclos de la educación obligatoria como para ACNEE (alumnos con necesidades educativas especiales, dentro de este grupo están los alumnos con deficiencias auditivas). Permite trabajar diferentes áreas curriculares: comunicación y representación (Ed. Infantil), lenguas, mathematics and music education (Primary and Secondary Education Ed.) There are four types of activities: puzzles, associations, word searches and crosswords. Currently there are many applications created by other professionals in education, which are available from the server on the Internet PIE.
EXLER
is a program that allows working in the segment of the word language skills of comprehension and oral and written expression. Created by the School of Pathology Llenguatge Hospital de Sant Pau, Barcelona. Distributed by: Hospital de Sant Pau (full version) and Departament d'Ensenyament of the Generalitat of Catalonia (Version 2.01) in the CD-ROM Sinera.Actualmente we have in the network of the Autonomous Communities, more updated versions.
English is easy
Published and distributed by the MEC-PNTIC, is an interesting program to work English. Was created especially for pupils from the North of Africa and schooled in our area. However, it can also be an aid in teaching the English language to immigrant students is not because their goals are: to provide students with greater communication skills, develop understanding / speaking and writing, as well as expand vocabulary.
Pequeabecedario
Program published by the Communication Without Barriers Foundation, to facilitate learning literate.
magic letters
ATE.net program developed for elementary students who are in the process of learning to read. Although not created specifically for the hearing impaired, can be used with them under the supervision of the specialist to get a better use.
Play with words
Powered by Zeta Multimedia, is a program that facilitates phonological conceptualization, construction written words, all in an entertaining format motivating.
Programs created and produced by Soft Aquari
literate Allowing work skills: Hamlet, Symphonic Crosswords, Crosswords syllabic, Tools for reading and writing, Pencil-3. ADI

is a multimedia environment with educational applications for second and third cycle of primary education and to secondary school, English language, mathematics and English. There are also papers on topics of general, multimedia authoring tools and games.
Programs distributed by MEC-PNTIC and the various administrations regional educational.
1.WIN-ABC,
is a program used for the acquisition of basic instrumental skills: literacy and numeracy.
2.PAAL.
learning support program of reading.
3. ACCI-LEC-CON
Stocks-Reading Comprehension-The concordances.
4. SILBA taught me to read,
is a multimedia program to work on some aspects of language.
Programs that combine speech and / or writing and sign language
1.Primer Computer Dictionary of the English Sign Language.
2.Gestos.
Program for learning sign language. Distributed by the Institute of Education Sciences at the University of Barcelona. The program is to ensure a basic level of sign language. The main menu options: BEGINNING (which is the LSE and management of the program), Alphabet (sign language), AGENDA (vocabulary and expressions of 6 subjects), Dictionary (365 words) and SET (which includes the experimental module with three job options). Although its main purpose is to encourage independent learning in the LSE in normal hearing, it is interesting to use with hearing-impaired.
DITS
Allows writing messages, using sign language. Exercises can prepare translation between sign language and oral language. DICTIONARY INTELEX
LAO
to Project. It is a program that provides textual and graphical information over 12,000 terms in Castilian. Shows the meaning of the word while offering the grammatical category to which it belongs, gender, verb conjugation, in the event that the word is a verb, and the sign for the English Sign Language in words and expressions that have a direct translation (6611). Search for synonyms, antonyms and semantic family. SIGNE

bimodal Editor allows you to create texts in oral and sign language. HEARING AIDS FOR CHILDREN

The ideal type of hearing aid for children should always be BTE.
Although hearing loss permits, the adaptation of a CIC, it is not advisable until the child has a reasonable age and reach a greater degree of maturity, in addition to a number of other technical reasons such as these do not have system audio for connection to FM stations that are very important in educational settings.


Hearing aids for children should have the following characteristics:


• Maximum flexibility • broad frequency spectrum
•
sound compression system • Maximum Output Limiter

• Audio • inductive coil
with digital hearing aids now have substantial benefits in the prosthetic correction of children. Get done with them audible sounds very weak, in turn avoiding the loud aggression and eliminating the annoying beeps. All with the best sound quality.
COCHLEAR IMPLANT:
If the stimulation from a headset is not sufficient to acquire language, technique offers a possibility but until recently there was no means of other special prosthesis, which differs from others in that is implanted surgically. This is the cochlear implant, which is a device designed to play the role of the cochlea implanted electrodes in this and a few external components (microphone, processor and transmitter) whose function is to collect, process and transmit sound to the electrodes.

Cochlear implants, therefore, are designed to help people with profound deafness who do not get benefit with hearing aids.
Early detection of hearing problems is very important to improve the prospects for integration of children into society. Are also important tools for assessing the child's hearing problem and it is essential coordination and joint efforts of all professionals to determine before 2 years of life if a child will benefit from hearing aids or else will be running a cochlear implant. Get
make this work for detection and early action in a coordinated manner with the help of new technologies, it will help in the not too distant future almost all children born with problems hearing to acquire spoken language.



no doubt that the aid of information technology with the conventional, we will provide "access" not only to develop their skills in elementary and primary education, but also access to network within inclusive school, which seeks to promote English Schools with new pedagogical tendencies century. Professional, along with the family and the different hearing impaired, should assume "roles", set out to develop their potential, not harder "limitations" but opening a huge meandering river hat is the lives of deaf children.
What do we do when students passed Compulsory Secondary Education?.

In Secondary Education, provide the "channels" for professionals in contact with students with hearing impairments, access to all computer programs and progress we have discussed. Since the continued use of these educational programs, along with the maturity that we provide the psychological development of students, may be the lever for increasing the number of deaf students, who accesses the University.
The number of profoundly deaf people who start college is disproportionately low, lower even getting a college degree. This suggests that the English education system is not functioning properly for the hearing impaired. One of the main reasons for this failure of English society as a whole because the vast majority of deaf children do not become properly in the first years of his life a first language to help them reach their full potential cognitive, affective and social and which can be expressed with sufficient skill. Task that must be followed in compulsory secondary education, with the necessary information technology and conventional.

Webgraphy:
* http://usuarios.discapnet.es/ojo_oido/sistemas_tecnicos_informaticos_para_ni% F1os_sordos.htm
*http://www.murciaeduca.es/cpbeethoven/sitio/index.cgi?wid_seccion=16
*http://www.slideboom.com/presentations/45778/PROYECTO-ABC-SECUNDARIA
*http://www.vocesenelsilencio.org.ar/notas/JornadaRed.pdf

Dad Touching My Boobs

POST # 24: DIFFERENTIATION BETWEEN GENERALIZED Dysphasia MIXED DEVELOPMENT DISORDER IN CHILDHOOD. CURRENT TREATMENTS. POST

professional level, we find many situations of children, we may have a clear situation for diagnosis as PDD or Joint Dysphasia.

First, it is understood as Joint Dysphasia within the field of the Dysphasia is a partial loss of speech due to a cortical lesion in the specific areas of language. Hence the importance of neurological study.

The deficit in oral language is also characterized by a delay in chronological the acquisition of language, important as specific difficulties in structuring the same, producing, abnormal oral behaviors that result in a deviation from the normal processes of language acquisition and development. With these situations in the first three years of the child, situations we can find a specialist confusion will classify a child as TGD Joint Dysphasia child.

Language development is a symptom determinant to classify and differentiate a child with PDD Mixed Dysphasia between many other symptoms.

also difficult to establish the boundary between language delay and dysphasia, often the diagnosis is determined by the lack of progress before the intervention and the level of symptom severity. Pervasive developmental disorders, in turn, reveal the lack of indicators of patient communication and persistence.

Symptoms in Pervasive Developmental Disorder Children in the First Children:

• trouble interacting, playing and interacting with others
• Avoid eye contact, no eye contact
• not pointing to objects to direct the attention of parents
• unusual movements like hand flapping, spinning, or tapping (tap)
• delays developmental milestones or loss of milestones in the development
• Play the same game repeatedly
• not using or understanding language
• not exploring your surroundings with interest.

children (as) that demonstrate these patterns should be evaluated by a doctor. There are no blood tests or brain (such as magnetic resonance imaging MRI) that diagnose PDDs, although such tests can be used for other conditions besides a PDD.

The diagnosis is made by a doctor with expertise in PDDs, such as a pediatric neurologist, developmental pediatrician, pediatric psychiatrist or pediatric psychologist. Questionnaires to parents, educational and cognitive assessments or play and behavior can be used to diagnose ASD.

sensory and motor symptoms in children with mixed Dysphasia, language problems, including not only expressive but comprehensive, the most noteworthy are:

• persistent deficit in the language all levels, understanding and expression.
• chronological delay deviation from normal patterns of acquisition and development. Graves communication problems.
• difficulties in school learning.
• This is not due to sensory, intellectual or severe motor.
• dysphasic The problem is further complicated by the greatest difficulty in basic learning and greater and more persistent educational failure.

Treatments more effective for children with PDD in Early Childhood :

The method ABA (Applied Behavioral Analysis) for people with autism is based on the reduction of inappropriate behaviors, in increasing communication, learning and appropriate social behaviors. In the late 90's, the approach "Verbal Behavior (VB - verbal behavior) became the first therapeutic option for the treatment of autism in the United States. The goal of any ABA / VB is to identify the child's natural motivation, capture it and use it to help you learn. Reinforcement is the most important principle that has led to the success of ABA through the years. This principle states that anything that happens after a behavior, and increases the likelihood that such behavior is repeated in the future, is a reinforcer for that behavior.

In the last decade there has been a change that we can now say that ABA is the right choice for almost all families of children with autism and pervasive developmental disorders. This change was driven the development of so-called "Verbal Behavior Approach" of ABA. Connecting the child with the reinforcement from the natural environment is what motivates beneficial relationships and learning options beyond the status of the teaching environment (natural environment). In other words, the VB approach has led ABA beyond memorization, repetition and learning "on the table, has become a nature education system in a holistic program" motivator "of learning.
VB philosophy responds to ABA, and it represents a series of techniques based teaching evidence. VB uses the principles of ABA to teach language skills. Those who have developed this approach, Dr. Jack Michael, Dr. James Partington and Dr. Mark Sundberg, among others, founded a series of new techniques that constitute the implementation of the work of Dr. Skinner, " Conduct Verbal "to the needs of children with language delays. So, thanks to this new approach, the true potential of ABA began to be observed. In the relatively short period that runs from the last years of the 90's until 2000, the approach "Verbal Behavior" has become the first therapeutic option for autism in the United States.

Some father says his son's autism is a long journey, which must sail together without wear.

modern behaviorism understands that parents and teachers can apply the principles of ABA and VB approach procedures themselves. Once you know these methods can begin to take advantage of opportunities that arise during every interaction you have with your child.

most current treatments children with dysphasia Mixed:

preverbal Program.

be performed when the child has a very low level of language. Is that the child learns to communicate with others through sounds, gestures or pictures. The aim is that children can learn to communicate and what is the use of it, that is, you feel the need to communicate.

Basic Skills Program: first words.

When the child begins to acquire the first words begin to teach you start combining them to form their first words. Ideally, you use everyday activities like showering, eating or learning to make this game as it is where language comes more easily. Parallel to this work in the child's natural environment will be worked on more specific aspects in more structured sessions or predefined situations that go on line to influence the more difficult aspects.

To achieve greater efficiency will be used psychological learning techniques the therapist will conduct the meetings and explain to the parents to support learning in the child's daily activities. The parental involvement is crucial in the process because they are the ones who can bring to everyday life skills learned in therapy sessions.

Webgraphy:

* http://grupos.emagister.com/debate/tgd_no_especificado_o_disfasia_mixta/7237-647109

*http://www.apepalen.cyl.com/diversidad/diver/logope/disfasia.htm

*http://kidshealth.org/parent/en_espanol/crecimiento/pervasive_develop_disorders_esp.html

*http://www.educared.org.ar/integrared/foro/forum_posts.asp?TID=66&PN=1

*http://www.educared.org.ar/integrared/foro/forum_posts.asp?TID=66&PN=1

*http://www.guiadepsicologia.com/infantil/lenguaje-disfasiatratamiento.html

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No. 23: Communication between students divers @ s @ s with the development of Ecomoticons Flash Animated MSN.

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POST # 22: The twenty-first century teenage generation "Multimedia" vs to Diversity.

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The teen century are the "Generation Multimedia "generation that takes over the" media means, because it is the scenario of them and for them, allowing them to understand each other and the environment in which they live.

Adolescence is a continuous growth in the presence of young people, " multimedia means" century XXI, is giving "one's own identity" mobile eBooks or eBook, music (MP3, MP4, ...), multimedia games, action, or roles (Nintendo, Wii, Playstation, etc), laptops, etc..

are forming and growing young , "subject endowed with neuronal plasticity and elasticity cultural ..." , according to J. Martin Barber in "The offsets of art and communication" Delirious screen, Lom Ediciones.

These "digital generations" , adolescents are not merely passive in the "digital life and information", but they are true " active subjects and builders of digital networks, information and innovation. "

what extent we affects this generation our "digital natives different" or "digital needs for diversity." Affects us, as far as t e have to follow them and marked "digital adaptations necessary to access and accessibility to digital networks, information and technological innovation." to be with their own multimedia generation of century XXI.

web links and references of interest:

* Generation, The. Mouchudowicz, Roxana. Paidos.2008.

http://interfacesypantallas.wordpress.com/2009/12/16/jovenes-practicas-culturales-y-tecnologias/ # _ftn2





Les pratiques culturelles des Générations Internet: éléments de synthèse

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POST # 21: advances in artificial muscles engines.

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The program being developed by the Polytechnic University of Cartagena, through two of its researchers, Toribio Fernández Otero and Maria Teresa Cortes Electrochemical Research Group, Intelligent Materials and Devices, we have " artificial muscles." Article published in the journal of "Advanceds Materials" , we reflected the progress so that "people with motor disabilities" have access to your environment.
applications with the new touch-sensitive artificial muscle opens the prospect of new robotic machines with touch sensitivity.
This new generation technology will not only allow access to the robots to areas where humans can not work, but those "persons with physical disabilities, will opportunities to use these advances in the use of robots that will give them access to their immediate environment more easily.
From my point of view, allow children or adolescents with upper limb motor disability, the use of robot or an implant to these artificial muscles.
Links:
http://www.universia.es/html_estatico/portada/actualidad/noticia_actualidad/param/noticia/eiada.html
http://www.upct.es/electroquimica/laboratorio/generacion_1.htm

Acs 2007 J. Padilla

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POST # 20: The iPAD an advance for Asperger Syndrome.





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" What is iPad?

The iPad is "halfway between your phone and laptop," said Appel CEO Steve Jobs, iPad is an Internet browser, multimedia player for listening to music or watch videos, films and television programs, a game console and trembles Amazon, an electronic book reader with color display.

The iPad is a multi-unit with 9.7-inch screen , light and thin. An apparatus with most features that the iPod Touch, but not bring a camera (although it does offer a connection kit) or WebCam. Nor is it a phone, although some models if they have a 3G data connection. iPad.

can become the best Ebook market, more simple and lightweight.

An Ebook that stores notes, books, literature, etc. which can be transmitted through a projector obviously like a laptop. Augmentative Communication Systems-Alternative, also can be used through iPad, also that the Web 2.0 or 2.0 School.

iPad But my preference would be for Best Ebook, because of the possibility of using Jiffy, browsing, e-mail, making keynote presentations, etc. And of course, the ability to store all subjects, without carrying heavy books or backpacks.

What use can we provide for the education of students with Asperger Syndrome?.

iPad This revolutionary presentation in 2010, is for these students that they become the ideal companion class. Especially for students with Asperger syndrome, because they have characteristics of deficit in four areas including:

• social interaction.
• Communication.
• routines, rituals and inflexibility. Interest
• restricted and obsessions.

particular level, facilitate their communication with other students in class by sharing the same class iPad , both creations or themes to individual or collective readings .

Les facilitate their routines, rituals and inflexibility, as they can facilitate change in their rigid routines, reasoning with the use of IPAD as this takes a compendium of all books, tasks or actions we want to acquire.

Of course, the iPad can help break their routines, but also to develop their imagination and creativity. We must remember that they have long memories Asperger syndromes, learn information quickly, without understanding. But are motivated by ICT, the use of computers, mobile, etc.

His restricted interests can be broken , want to learn everything about the iPad, but as this offers a wide range of reading, games, etc ., Can widen the initial Syndrome Asperger.

conclusion: iPad forward with a new window is open for web accessibility for students with Asperger Syndromes .

Links Websites:

http://www.apple.com/es/ipad/

http://www.asperger.es/publicaciones.php?id=3&cat=5

http://www.elpais.com/articulo/tecnologia/Apple/presenta/iPad/elpeputec/20100127elpeputec_2/Tes

http://www. maestrosdelweb.com / Actualidad / ipad-of-apple-tran-grand-as-believe /

I Pad

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POST # 18: Using Google Earth for Cultural Educational Needs pupils.



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Through Google Earth , have a powerful educational tool for exploring our environment next, especially for students with special educational or cultural immigrants when they are trying an "immersion in the host country, without forgetting its origins and customs.

this tool allows the Network that the pupil into contact with reality, virtual course, identifying the aspects of geography next host country, and their country of origin. many aspects of landscape and urban or rural.

With Google Earth will develop in this type of cultural educational needs:

• A differentiated view of the social and geographical that lives through a dynamic.
• incorporated into new technologies , is an implementation for innovation and benefit to learning the language that accommodates it.
• A photographic observation and information from different countries in World , which will give an overview " Multicultural and Diversity ."
• is a easy to use software that does not require greater power, only to download from the disc computer's hard. Develops
• creativity.
• nterrelaciona is i theory with practice through the virtual , learning the basic vocabulary of the target language.
• are working minimum content of the geography curriculum of the host country.
• A learning map reading and map type.
• As a global vision and critical World.

conclusion, the use of Google Earth in the Reception classes, Compensatory or Diversification High School, we would be a great result.

Links:

http://www.ordenadores-y-portatiles.com/google-earth.html

http:/ / www.vistasatelite.com/blog/como-funciona-realmente-google-earth/

What Does Give You The Pinkie Mean

POST # 17: The Puppet for the Hearing Impaired.

The puppet arises primitive man when he saw his shadow reflected from the fires was on the walls of the caves. Then, moving, moving those images and that's when it became necessary to make these figures and were made with animal skins game. Were flat, made of animal skin. It was the first demonstration of puppets that existed were created for the shadow theater. The oldest remains in eastern India, Indonesia and Burma.

in Italy was given the names Burattini (glove) and Fantoccini (moved by wire) and in France, Guignol. introduced in Spain as minstrels. In England, Protestantism abolished, reappears in the figure of Punch.

In a competitive society and loss of values, our students are blocked, not expressing emotions and physical feelings.

The puppets have the potential to open up communication channels, an action that leads to processing the child's own reality . Its use in the Inclusive School expressive technique is as important as the personality of the puppet acquires characteristics of child interpreter, which communicates with the other puppets almost without realizing it.

In level of learning and teaching , with respect to language teaching or language, this theatrical activity allows the child to talk or express their sign language (deaf), improve their language and enrich their vocabulary . As a new values \u200b\u200bor ethics in education starring own language and cultural situation, being the hub of student activity.

conclusion, in the inclusive school allow:

• Puppets and marionettes as a vehicle for acquiring knowledge .
• Using puppets school events.
• use of puppets as a means of behavior modification .
• Using puppets as problem solving, conflict or fears of our students.

Some children do not have the luck to be born with five senses, but now with the advancement of science, many of them do recover a percentage of this meaning, some others are forced to use a device that facilitates hearing, I mean DEAF and Hard of Hearing, making them free and full life. (cluck implants, etc.)..

We can say that for almost all of the mentally disabled or mentally disabled are eligible for therapy puppets and educational resource.

has been found people with hearing disabilities have a great capacity puppet educator. thus spontaneously passes easily string puppet.

puppet thread The whole body has , expression is total and not just a talking puppet. In fact the mouth of the puppet little interest to the deaf, rather the expression.

For speech problems have been used muppets or big mouths, that articulated movement of the mouth can work vocalization.

puppets are also a view which is operated with a stick in the head, neck and another in the arm . They are puppets who coordinate the movements that they can tip the head, body, raise your arm, walk ... are important for a child who does not know your body . (Psychomotor).

How do we use the puppets in the web.2 .0?. Through , representations that can record in youtoube, etc.

Links Websites:

http://capacitacion-docente.idoneos.com/index.php/T% C3% ADteres
http://www.teiamoner.com/llicencia / tecniquesE.htm

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Difference Between Tape Up And Fade

POST # 16: Applications of twit in Diversity. POST

What is Twitter and how is it used?

View presentations from more Josue Rendon .

What is Twitter and how is it used?.

The word Twitter (tweet) in English means the sound made by birds (chirping) and the lively conversations and nervous people do (talk) . Is a microblogging system limited to 140 characters. Answer the questions. What are you doing?, What is interesting? and what is relevant?, ie with 140 typeface released the above and more.

interesting thing about Twitter works in real time, is public, anyone can see them even without having a Twitter account.

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What is Twitter?

Social Network Not , there is a chat and not a Blog. In fact it is more or less as a small blog.

What is?.

Finding out and
• know how the friends, relatives and acquaintances.
• Share news, knowledge and material you think is interesting and useful to us.
• gain knowledge of news, trends and things happening in the world.

use Is Privacy?.

From some points of view, is an attack on privacy, but actually you can set your profile as public or private .

How does Twitter?.

We checked on Twitter.com, fill out a form asking us and you're ready to go. Here are some concepts to understand :

• Profile: The public part of your account. Follower
• : These are the people who read what escribes.Si have an account with public privacy any person might read without permission (unless it have private).
• Home : This is the section where you can see the tweets (publishing, updating of 140 points) of people who you follow.
• tuitio : Writing a publication of 140 characters. This also includes links. Reply
• : Reply or mention someone in a tweet.
• Direct Message (DM): Write a tweet to only a specific person and what vea.Es say, is a private message.
• ReTweet : Write the same tweet that someone posted before. This is to say, "Hey, I wrote this tweet that person ": RT @ user message.
• Hashtag : A label that can put a tweet. This serves to somehow "classified" your tweets and anyone interested in a particular topic can read the tweet of that.
• Twitter Search: Search tweets in real time to speak of the specific topic. Trending Topics
• : most discussed topics on Twitter.

What can we give uses Twitter in the classroom Care Diversity ?.

We use

• for communication between students with communication disability, either personal or family, such as Asperger syndrome, Mr. Mind limits, light, etc. Work
• Thematic Units of Social or language, with Trending Topics. Make
• literacy exercises .
• based work " Projects." Etc.

Twitter is one of the means of WEB 2.0, which if not used is not understood. Applications that can give it are varied, and present an explanation for a Slideshare and a video.

Web Links of Interest:

http://www.deletealo.com/manual-como-se-usa-twitter

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