International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol 17 No 01 (2023) Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable Inclusive Learning and Development Ecosystem https://doi.org/10.3991/ijim.v17i01.36359 Eleni Karagianni, Athanasios Drigas() Net Media Lab Mind Brain R&D, IIT, NCSR “DEMOKRITOS”, Athens, Greece dr@itt.demokritos.gr Abstract—Nowadays, the educational policy, in many countries, promotes equal access for all students, including those with disabilities, to the general school, against all forms of social exclusion. Inclusion, in an innovative sense of the concept of diversity, focuses on the active participation and interaction of a heterogeneous student population in the general classroom. “E-inclusive” peda- gogy refers to teachers’ decisions about the use of technology in the educational process with a view of compensating their developmental deficits and making functional use of their strengths. The aim of this paper is to propose tech tools and e-services for the access and active participation of students with sensory and motor disabilities in the educational procedures of the mainstream school and examine the role of teachers in realizing their inclusion / e-inclusion, as the main facilitators and modulators of the classroom settings to an open learning and de- velopment student-centered ecosystem. The results showed that teachers who ac- cept as equal members of the school community all their students and incorporate flexibly new technologies into their teaching strategies to meet their unique needs, providing them with authentic opportunities for interaction and learning, contribute catalytically to their academic and social achievements, preparing them for substantial employment and integration opportunities in community life. Keywords—inclusion / e-inclusion, new technologies, students with disabili- ties, self-regulated learning, socio-emotional development 1 Introduction Worldwide, one of the greatest challenges for education systems is providing equal educational opportunities to an increasingly heterogeneous student population, includ- ing students with disabilities, who broaden the boundaries of traditional schooling [1]. The inclusive approach to education, starting from the USA and Italy, was established by the Universal Declaration of Salamanca (UNESCO, 1994), which promoted the right of all students to receive quality education, equally with their peers [2]. This school reconstruction process also includes the concept of social inclusion and recognition of the value of all children, regardless of their diversity or abilities [3]. iJIM ‒ Vol. 17, No. 01, 2023 57 https://doi.org/10.3991/ijim.v17i01.36359 mailto:dr@itt.demokritos.gr Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… Although the heterogeneity initially concerned culture, language and socio-eco- nomic level, it is then enlarging, also for students with disabilities and special educa- tional needs, by creating an open education model, where the value of diversity is dif- fused in the school culture and the curriculum, which according to the US “No Child Left Behind” Act (NCLB, 2001), is required to involve them in all mainstream school activities [1]. The inclusion of these students is legislated internationally, however it is perceived and implemented in a variety of ways, reflecting underlying differences in education policy, socio-economic and political conditions and cultural backgrounds. On the other hand, the development of effective inclusion practices, in the traditional classroom, requires a universal design with the cooperation of researchers, teachers, parents and students of the class, as well as the respective government policy, which must primarily invest in learning, providing the necessary educational resources and infrastructure, which will ensure them consistent access to information and knowledge [4]. Therefore, in order to achieve the inclusion, which aims at the empowerment and emancipation of students with disabilities [5], a new standard of education that respects the heterogeneity and a new model of educational services in the general classroom, is required, where the teachers invest in educational goals for all their students [6], by implementing beneficial teaching and pedagogical strategies, which incorporate the use of new technologies, based on individual differences. Teachers usually display more positive attitudes to the e-inclusive practices, when they are familiar with using tech- nology and the classroom has access to technology equipment [7]. In addition, a cata- lytic factor for meaningful inclusion is the appropriate regulation and adaptation of the learning environment and their willingness to use assistive and instructional technology in the educational activities, which bridges the digital gap between children of typical and atypical development [8]. Thus, by making appropriate planning for the use of the tech tools and e-services, students with physical (fine / gross motor) and sensory (vision / hearing) disabilities, gain access to the provision of quality education, aiming to in- crease and enhance their functionality, for their active engagement in cognitive re- sources and social interaction experiences within the school environment, which lay the foundations for a sustainable future [7], [9], [10]. Hence, there is no doubt that the role of systematic training, either as initial teacher education (ITE) or as continuous professional development (CPD), for a deeper under- standing of the substance and results of inclusion [2], but also for the effective imple- mentation of the e-inclusive pedagogy, in the everyday life of the classroom, is consid- ered crucial [11] [12]. 2 Inclusion / E-Inclusion “Inclusion” is a multidimensional conceptual construct, which adopts the model of diversity as a natural state of the individual [13]. It is based on socio-cognitive theory and concerns the equal access and participation of all students, including those with disabilities, in the local school community [14]. This concept has emerged in the 1990s, replacing the previous terms “incorporation” and “integration”, ending social discrimination and providing equal opportunities to all 58 http://www.i-jim.org Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… children in the educational programs of mainstream schools, in terms of maximizing their potential, in important areas of human development. Therefore, inclusion, as a multifaceted process, means not just placing students with disabilities in the general classroom, but mainly the active participation in a wide range of activities of a coherent curriculum, providing them with a sense of social acceptance and allowing them to develop new academic skills and dynamic interactions, which promote their socializa- tion and reinforce their cognitive development [15], [16]. Therefore, this new approach, through the radical restructuring of educational structures, focuses on the social and environmental characteristics of educational settings [17]. “E-inclusive” pedagogy is a sub-field of inclusive education and includes the deci- sions of the teaching staff, which reflect their beliefs and attitudes towards diversity and the functional incorporation of ICTs in educational processes and activities, as tools to remove digital inequality, with the support of which the inclusion is essentially im- plemented in a holistic way. The digital divide in education, which according to Miller (2007) should be considered as an inability to make digital decisions of access, learning, motivation and skills, with a negative impact on every area of human development [11] is a result of: a. the lack of sufficient digital resources that motivate teachers to imple- ment innovative educational strategies b. the inadequacy of their knowledge for the effective use of technology in order to differentiate their teaching and c. the absence of the students’ physical access to them [8]. E-inclusive pedagogy involves adapting the content of the common curriculum, and personalizing it, so that it becomes meaningful for each student, but also the modifica- tion of the inclusive classroom environment by introduction, on a consistent, non-dis- ruptive basis, of educational technology tools and services, designed to compensate for the absence or deficient presence of some skills, allowing students with disabilities to become participants in authentic situations of self-regulated learning and development [4]. The level of commitment of the educational community to their use in teaching practices, differentiating flexibly the curriculum, is related to their perceptions as reli- able learning and development skills tools and to their knowledge about their effective use in the educational procedure [11]. 3 Bridging the digital gap for students with disabilities The critical role of technology is recognized, on a global scale, with the perspectives it provides, through a wide range of digital tools and e-services, integrated into a uni- versally designed learning environment, to maximize the academic learning and social- emotional development of all students, including those with disabilities, providing dif- ferentiated ways of teaching and learning, aligned to the different functional require- ments of each child, with a view to upgrading their quality of life indicators [9], [18]. Highlighting the functionality of technology in inclusive education, Abbott (2007) points out that a. provides access to learning b. supports educational process and prac- tice opportunities and c. using it makes learning possible for all students [5]. According to the European Agency (2013a), the educational policy and legislation of each country must promote the digital access and inclusion of each student. In recent iJIM ‒ Vol. 17, No. 01, 2023 59 Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… decades, European education policy, in the context of Sustainable Development, has been steadily oriented towards facilitating the universal accessibility of children with disabilities in the Information Society, aiming to provide quality education and equal opportunities for lifelong learning, eliminating any inequality, with access to the suita- ble technology tools, digital hardware and software, to support personalized learning and maximize each child’s potential. In this direction, Universal Design for Learning (UDL), which envisages the proactive design by the teacher of an open learning and development ecosystem, provides the supporting framework that allows the differenti- ation of the curriculum, with an emphasis on the use of technology, as an integral part of educational strategies, which provides innovative and intuitive means of representing information, engaging and expressing students [9], [18]. Moreover, it also provides the possibility of adjustments, such as the accessibility settings in the computer operating systems of Apple, Macintosh and Microsoft Windows, which aim at flexible ap- proaches to self-regulated learning by offering the educational material in digital for- mat, [5] to maintain their effort and commitment to completing their assignments [18]. More specifically, the assistive technology for students with sensory and physical disabilities, provides medical-type aids, such as hearing amplifiers and devices that boost motor functionality, but also educational-type equipment, such as touch screens, alternative keyboards and mice, alternative and augmentative technology devices, speech-to-text devices, word processors, scanners and a wide range of digital applica- tions and services [4], [5]. For the suitable selection of the appropriate technological equipment, ease of use and transport, safety and reliability in its use, technical characteristics and adaptation to different environments must be taken into account. Above all, however, the support of their functional incorporation in carefully designed student-centered activities, guided by educational goals, their previous experiences and unique characteristics [4], [18], [19], [20]. At the same time, by providing students with the opportunity to partic- ipate in the selection of the necessary tools and to reflect on their usefulness and the type of support provided, the cultivation of their self-awareness, regarding their capa- bilities, is enhanced, increasing the prospects of a self-regulated learning [18]. The de- termination and use of technological equipment must be individualized by assessing, on a regular basis, the changing needs of students [20]. It is vital, however, its integra- tion as part of an interactive educational procedure, in the students’ daily schedule and the regularity of the classroom, while it is considered appropriate to model its correct use [19], as well as the establishment and implementation of rules and realistic perfor- mance expectations [20]. In this planning, some models and projects can guide teachers, which provide them with strategy instructions for the proper use of resources, environ- ment and technology and monitoring their impact on the progress of their students, such as SETT (Student, Environment, Task, Tool), MPT (Matching Person and Technology) [9], [20], WRITE (Writing Strategies for Instructional Technology in Education), GPAT (Georgia Project for Assistive Technology), TECH, TAM (Technology Ac- ceptance Model) and TPACK (Technological Pedagogical Content Knowledge) [20]. However, it is pointed out that the effective development of learning through tech- nology must be based on the assessment of the children’s educational needs [21] and requires systematic planning at the level of the classroom and school unit [22]. In any 60 http://www.i-jim.org Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… case, the use of technology should motivate these students to focus on their own unique abilities and become more efficient, in order to prepare themselves socially and profes- sionally for the job market of the future [20]. Furthermore, the incorporation of digital tools and e-services in the educational process for the planning of teaching and learning activities, record keeping, student monitoring and assessment procedures, in order to surpass the barriers to their development, contributes to the acquisition of literacy, de- cision-making and problem-solving skills. But mainly, aims at the cultivation of bal- anced relationships with the other members of the classroom, so that they are dynami- cally engaged in the interactive processes of a cooperative learning, which highlights the unique value of each student, increasing their self-esteem, acceptance by their peers and the sense of equal member of the classroom [9], [23], [24]. Thus, the use of digital resources in the inclusive classroom should not be an end in itself, but be used purpose- fully, multiplying the opportunities to communicate information and knowledge, providing motivation and encouragement to students with disabilities to develop a sense of co-responsibility in their learning and promote a self-directed model of work [4], [18]. 4 Students with physical (motor) disabilities To enter information, while performing a task on the computer, students with phys- ical disabilities need an input device adapted to their reduced motor functionality, due to their difficulty with the size and position of the keys on common keyboards [22]. • “Intellikeys™” are alternative keyboards on which custom overlays are placed, con- taining a portion of the keyboard or specialized graphics, depending on the nature of the user’s work. • “BAT Personal Keyboard” belongs to the category of chording keyboards, with fewer keys that must be pressed in combination to enter text, while in addition, they can be configured to display frequently used words. • “WinMini” and “MacMini” are miniature keyboards, easy to carry and require less finger movements on the keys. • “On-screen keyboards” have the above features, such as “Discover: Screen”, and the keystrokes are directed by a mouse or other clicking device [22]. • Input devices with virtual manipulatives, such as alternative keyboards and special- ized mice, controlled with head pointers, eye-gaze systems, large buttons, switches and joysticks. • Keyboards computers, where the keys are controlled with a stick fitted to the child’s mouth or head, or computers where track balls, head trackers and touch screens re- place the traditional mouse, and other keyboards with specially adapted key layouts for children where their functionality is limited in one of their hands [4], [9], [19], [22]. • “Touch screens”, where the computer monitor is overlaid with a touch sensitive grid, which presents the graphics and characters of the screen, while a touch of the screen is enough for the desired command of the user. iJIM ‒ Vol. 17, No. 01, 2023 61 Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… • Alternative input systems such as speech input and recognition systems, using spe- cialized software and sound cards. With the speech recognition program (SR), stu- dents enter into the computer written tasks or texts that they produce only with their voice - provided that the words are pronounced correctly and intelligibly [22]. • “Graph paper” and “Number Navigator” software help students with fine mobility limitations to perform arithmetic operations that require placing numbers in rows and columns. • The graphical interface of the “Graph Calc” calculator on Windows is indicated for students, who have difficulty using the common calculator [18], [21]. • Using a joystick on a common computer, equipped with audio cards and “Axe” soft- ware (Harmonix Co.), they can explore music files or produce their own musical patterns [22]. • Children with severe motor deficits are provided with the emulation of a keyboard with a scanner and the input of Morse code, which operates with specialized switches that are controlled by the voluntary movement of a muscle of the head or mouth or knee. During scan input letters are scanned by lights and cursors and symbols appear on the computer screen or other external device. The users can take control of their computer as they speak letters or words using specific speech recognition (SR) soft- ware. Word prediction and abbreviation extension software work are useful to text input and typing, while on-screen keyboards move the user to the next or previous page [4]. • For younger students with motor impairment and mild to severe learning disabilities, an innovative intuitive tabletop using a “tangible user interface” (TUI) has been de- signed to develop an interactive game in a simple and friendly environment, allow- ing them to understand physical objects while interacting with them. At the same time, however, it allows e-accessibility, as the activities performed, based on the educational objectives, which involve the students physically and cognitively, are transferred as commands to the screen of a connected computer, through the “Track- mate” platform. Thus, the TUI interface, through physical manipulations that repre- sent abstract concepts, interconnects the physical and digital worlds, as users moni- tor the progress of their work. Additionally, cooperative learning is enhanced, as two children can work together on the computer, using their right or left hand. In the same direction is the interactive tabletop of the TUI interface, since many students can simultaneously move, monitor and interact sequentially, including students in wheelchairs [25]. 5 Students with sensory disabilities Students with sensory disabilities face difficulties in typical receiving educational material, completing academic tasks, communicating and sometimes social marginali- zation [22]. • Using the “Learning Ally Link” app, students with sensory disabilities get access to e-books and audiobooks of “The Learning Ally library” [18]. 62 http://www.i-jim.org Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… • “Inastec” (Inclusive Assistive Technology) adaptive technology, based on the Inter- net of Things (IoT), has been introduced into the educational procedures of the cur- riculum of Argopuro Jember University of Technology, Indonesia, providing quality education, with positive results in task completion and supporting students with vis- ual and hearing impairments in inclusive environments [26]. IoT refers to global communication networks connecting physical and virtual objects, which are identi- fied through RFID radio frequencies and sensors, integrating modern technology with knowledge and leveraging artificial intelligence perspectives, in the context of inclusive practices, related to the organization of learning and providing the required resources for its implementation [27]. Inastec technology is based on programming languages algorithms and its operation uses the Internet in connection with a hard- ware system. The algorithm application uses Google’s cloud platform as storage for communication services and the Raspberry Pi server to convert text to audio. Using a Raspberry Pi B+ equipped with a sound card, the text is played from the speakers of an RPI Monitor server to blind students. If the RPI Monitor is connected to a computer and LED projector, it converts audio to visual text for deaf students. In addition, teachers are provided with the possibility of remotely monitoring the pro- gress of their students by connecting their smartphones or laptops to the Raspberry Pi server via Bluetooth [26]. 5.1 Students with visually impaired / blind • Asstech (Assistive technology) offers quality learning tools and services that utilize the senses of touch and hearing, as they cannot have the typical access to printed or digital visual materials, in order to perceive and understand the learning objects. These include tangible objects, embossed images and the use of Braille [21]. • Common keyboards can be used with Braille labels on the keys or provide access to Braille input devices. Thus, the ordinary scanner, using “Optical Braille Recogni- tion” (OBR) software, scans documents written in Braille, analyzes the dot pattern, translates the text and displays it on the computer screen. Renewable Braille displays translate computer screen text into this writing, which can then be printed with a Braille printer. OCR scanners scan a printed text and store it in digital form, which can, then, be read by a speech synthesizer or printed in Braille, using the appropriate Braille software and printer. Thus, they can independently have access to the educa- tional materials - printed and digital - of the curriculum and successfully perform their homework [4]. • Speech output systems and “text-to-speech” (TTS) software, such as “Screen Reader”, “JAWS” and “Thunder”, are used to transcribe the text displayed on the monitor screen into sound, which is then provided audio by a recording device [21]. • The “JAWS” (Job Access with Speech) software provides students with multiple possibilities to adjust the volume, tone, timbre of the voice, as well as the reading pace, while with the use of headphones neutralize sound distractions. • With “speech synthesis”, the text is read by the computer analyzing each word into its phonemes, helping in its identification and understanding of the text [4], [22]. iJIM ‒ Vol. 17, No. 01, 2023 63 Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… • “Talking books” give them recorded lessons on audio cassettes and operate as re- cording study material, useful information or even entire lectures, as well as for au- dio submission of their homework. • The “descriptive video service” (DVS) describes, automatically, verbally everything that appears on the computer screen, providing them with a complete “picture” of the knowledge offered [4], [22]. • The “VOCAROO” service offers the possibility of recording their voice for free [23]. • “Speech recognition” (SR) systems read the text on the computer’s screen. Then, scanners, with “Optical Character Reader” (OCR) software, digitally store the text on the computer so it can be printed in large font for students with low vision or entered into a word processor for editing or read using speech synthesis. • For students with low vision there are large printed labels for keyboard keys, en- larged symbols and graphics for the computer screen or printer, in order to edit a text, use email or other software. Using an anti-glare screen or adjusting its colors appropriately makes it easier for photosensitive children to read [4], [22]. 5.2 Students with hearing and / or speech impairments Considering that their way of learning is very different and is provided through the sensory pathway of vision, user interfaces use information embedded in videos or in- clude symbols with expressive pictures, photo albums, articulation diagrams, visual el- ements for practicing or correcting speech and language acquisition. • The “Trobosan” application supports many educational activities, in the context of the learning process, while the “I-Chat” (I Can Hear and Talk) application is a lan- guage acquisition and / or learning tool for the specific student population. • For children with speech intelligibility problems, advanced “speech synthesizers” can replace their voices so they can be intelligible, giving them the opportunity to participate in classroom discussions [21]. • Particularly assistive for students with hearing impairment is a personal listening system, consisting of a wireless transmitter with a microphone worn by the speaker and a receiver with an earphone worn by the listener, so that the speaker’s voice is transmitted directly to the ear of the user, by eliminating environmental distractions [24]. • Using the “text-telephones” application they can type and read the telephone con- versations, while with the computerized speech recognition (SR) software, the com- puter converts a spoken text into readable written text [4]. • Message switches, telephone amplifiers and image systems are still used for com- munication needs [19]. • Older school-aged children are motivated by communication and manipulation through “virtual or real robots” in virtual or augmented reality [7]. • Programming languages such as “Logo” or the modern ‘Microsoft Visual Basic” are using for teaching basic artificial intelligence concepts to deaf students and contrib- ute to their acquisition of problem-solving skills [22]. 64 http://www.i-jim.org Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… 6 Discussion The change in the values and philosophy of education, which implies the transfor- mation of the school ethos, constitutes the driving force for the implementation of the inclusion and wider social integration of students with disabilities, as equal members of the school community. But in order to change society’s attitude, teachers need to face diversity as a creative challenge [4] and the national political strategy to provide the required financial support and promote the equal distribution of open educational resources to exploit the potential of technology by all students [5]. Furthermore, it is necessary to update the deficit education model, which focuses on the developmental deficits of students, towards a holistic education culture, which focuses on the possibil- ity, the cultivation of self-esteem, the understanding of each individual need, but also the coordinated cooperation of teachers to the universal design of the learning of all their students. However, even if social prejudices have receded, there are still inherent problems, which incite teacher skepticism and are related to the absence of new curric- ula that promote the common goals of inclusive education and to the inadequacy of resources and planning time, of necessary technical know-how and their systematic training in technologies that are constantly evolving. On the other hand, the functional incorporation of new technologies in educational activities lays the foundations for a self-directed way of learning and forms an inclusive framework, which provides strong incentives for experiential learning, which has as a reference point the knowledge and experiences of the students’ daily life [27], activat- ing thinking, promoting experimentation (trial-error) and the search for the acquisition of new knowledge and developing decision-making and problem-solving skills [20], [24]. As schools are becoming increasingly open, it is a challenge internationally, for educational policy makers, a more coordinated and participatory effort in the planning and implementation of teacher training programs, as the main contributors to the edu- cational policy of equality, aiming to promote positive attitudes and initiatives for the realization of inclusion and the diffusion of good practices that promote e-accessibility, removing the digital inequality with the cooperation of all education professionals. More importantly, inclusive schools by modeling educational approaches to meet dif- ferent needs, using technology as a bridge to the learning and development of all stu- dents, can be the cornerstone for building a society without discrimination and exclu- sion [4], [9]. At the same time, it becomes noticeable, due to the enhanced technical know-how that the teachers acquire, they attempt to model the educational design, based on their new knowledge and practical experiences, providing an educational project of high standards for all their students [20], who learn to accept heterogeneity as the regularity of the classroom and develop digital literacy skills, which are among the basic skills of the 21st century, for their dynamic integration in an open, competitive and sustainable knowledge-based society [5]. This is in line with the findings of research that have proven the higher degree of diversity in the learning environment as an important factor that maximizes learning outcomes for all classroom members [28]. Finally, the incorporation of digital technologies, in education domain, is very pro- ductive, successful and facilitates and improves the educational procedures via Mobiles iJIM ‒ Vol. 17, No. 01, 2023 65 Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… [29-34], various ICTs applications [35-63], AI & STEM [64-68], and games [69-72]. Additionally, various strategies and techniques can be incorporated in educational ap- proaches via IoT and the combination of ICTs with theories and models of metacogni- tion, mindfulness, meditation and emotional intelligence cultivation [73-99] as well as with environmental factors and nutrition [100- 103], accelerates and improves more over the educational practices and results. In this perspective, further research, observation and evaluation of the findings from the use of technology in inclusive classrooms, is needed, for the design and develop- ment of more sophisticated tech tools and e-services, based on these theories and the emerging technologies. 7 Conclusion To sum up, efforts for an education without restrictive divisions, where teachers with their attitudes and practices facilitate the integration of technology into the classroom routine, include progressive goals, physical, academic, and social inclusion of students with disabilities, with main purpose, the optimization of educational services provided and the willingness of all parties involved to cooperate, in order to successfully build a sustainable learning and development student-centered ecosystem. Within this open ecosystem, students with disabilities must be supported and encouraged to develop not only academic, but mostly, communication, information-seeking, decision-making, problem-solving skills to become potential digital content creators. The open access portal for children with developmental asynchronies to this interactive ecosystem is new technologies, which make even the most challenging educational goals achievable, transforming the ways of learning, in order to synchronize with their changing educa- tional need and paving the way for the acquisition of functional life skills, through liv- ing authentic learning experiences, which boost independence, self-esteem, self-regu- lation, active participation, sociability and provide quality opportunities for achieve- ment and self-realization of all students. 8 References [1] M. Dingle, M. A. Falvey, C. C. Givner, & D. 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Skianis, Emotional intelligence as an important asset for HR in organizations: Attitudes and working variables, International Journal of Advanced Corpo- rate Learning, pp. 21–35, November 2019. https://doi.org/10.3991/ijac.v12i2.9620 iJIM ‒ Vol. 17, No. 01, 2023 71 https://doi.org/10.3991/ijet.v15i06.11231 https://doi.org/10.3991/ijet.v15i06.11231 https://doi.org/10.3991/ijep.v6i4.6063 https://scholar.google.com/citations?view_op=view_citation&hl=en&user=r2w21SUAAAAJ&cstart=100&pagesize=100&citation_for_view=r2w21SUAAAAJ:5icHVeHT4IsC https://doi.org/10.36560/141020211442 https://scholar.google.com/citations?view_op=view_citation&hl=en&user=r2w21SUAAAAJ&cstart=200&pagesize=100&citation_for_view=r2w21SUAAAAJ:Zp9IZb6oESQC https://doi.org/10.47577/tssj.v34i1.7054 https://doi.org/10.3991/ijet.v12i11.6991 https://scholar.google.com/citations?view_op=view_citation&hl=en&user=r2w21SUAAAAJ&cstart=20&pagesize=80&citation_for_view=r2w21SUAAAAJ:LGh1lRt-7sUC https://scholar.google.com/citations?view_op=view_citation&hl=en&user=r2w21SUAAAAJ&cstart=20&pagesize=80&citation_for_view=r2w21SUAAAAJ:LGh1lRt-7sUC https://doi.org/10.47577/tssj.v28i1.5728 https://doi.org/10.3991/ijet.v11i12.5945 https://doi.org/10.3991/ijoe.v17i08.23563 https://doi.org/10.3991/ijes.v8i3.17235 https://doi.org/10.3991/ijes.v8i1.12503 https://doi.org/10.3991/ijet.v14i11.10090 https://doi.org/10.3991/ijes.v9i1.19623 https://doi.org/10.3991/ijep.v9i4.10285 https://doi.org/10.3991/ijim.v11i3.6385 https://doi.org/10.3991/ijim.v11i3.6385 https://doi.org/10.3991/ijep.v6i4.6064 https://doi.org/10.3991/ijoe.v11i2.4360 https://doi.org/10.3991/ijac.v12i2.9620 Paper—Using New Technologies and Mobiles for Students with Disabilities to Build a Sustainable… [83] I. Chaidi and A. Drigas, “Autism, Expression, and Understanding of Emotions: Literature Review,” Int. J. Online Biomed. Eng., vol. 16, no. 02, pp. 94–111, 2020. https://doi.org/ 10.3991/ijoe.v16i02.11991 [84] A.S. Drigas & M. Karyotaki, A Layered Model of Human Consciousness, International Journal of Recent Contributions from Engineering, Science & IT (iJES), 7(3), pp. 41- 50, September 2019. https://doi.org/10.3991/ijes.v7i3.11117 [85] A.S Drigas, M. Karyotaki & C. Skianis, An Integrated Approach to Neuro-development, Neuroplasticity and Cognitive Improvement, International Journal of Recent Contributions from Engineering, Science & IT (iJES), 6(3), pp. 4-18, November 2018. https://doi.org/ 10.3991/ijes.v6i3.9034 [86] M. Karyotaki and A. Drigas, “Latest trends in problem solving assessment,” International Journal of Recent contributions from Engineering, Science & IT (iJES), vol. 4, no. 2, 2016. https://doi.org/10.3991/ijes.v4i2.5800 [87] E. Mitsea, A. Drigas, and P. Mantas, “Soft Skills & Metacognition as Inclusion Amplifiers in the 21st Century,” Int. J. Online Biomed. Eng. IJOE, vol. 17, no. 04, Art. no. 04, Apr. 2021. https://doi.org/10.3991/ijoe.v17i04.20567 [88] E. Angelopoulou, A. Drigas, Working Memory, Attention and their Relationship: A theo- retical Overview, Research. Society and Development, pp.1-8, May 2021. https://doi.org/ 10.33448/rsd-v10i5.15288 [89] A. Tourimpampa, A. Drigas, A. Economou & P. Roussos, Perception and text comprehen- sion. It’s a matter of perception, International Journal of Emerging Technologies in Learn- ing (iJET), pp. 228-242, June 2018. https://doi.org/10.3991/ijet.v13i07.7909 [90] A. Drigas & E. Mitsea, A metacognition based 8 pillars mindfulness model and training strategies. International Journal of Recent Contributions from Engineering, Science & IT, 2020. https://doi.org/10.3991/ijes.v8i4.17419 [91] C. Papoutsi, A. Drigas, C. Skianis, Virtual and augmented reality for developing emotional intelligence skills, Int. J. Recent Contrib. Eng. Sci. IT (IJES) 9 (3), 35-53, 2021. https://doi. org/10.3991/ijes.v9i3.23939 [92] S. Kapsi, S. Katsantoni, A. Drigas, The Role of Sleep and Impact on Brain and Learning, Int. J. Recent Contributions Eng. Sci. IT 8 (3), 59-68, 2020. https://doi.org/10.3991/ ijes.v8i3.17099 [93] A. Drigas, E. Mitsea, C. Skianis, The Role of Clinical Hypnosis and VR in Special Educa- tion, International Journal of Recent Contributions from Engineering Science & IT, 2021. https://doi.org/10.3991/ijes.v9i4.26147 [94] V. Galitskaya, A. Drigas, The importance of working memory in children with Dyscalculia and Ageometria, Scientific Electronic Archives 14 (10), 2021. https://doi.org/10.36560/ 141020211449 [95] I. Chaidi, A. Drigas, Parents' Involvement in the Education of their Children with Autism: Related Research and its Results, International Journal Of Emerging Technologies In Learning (Ijet) 15 (14), 2020. https://doi.org/10.3991/ijet.v15i14.12509 [96] A Drigas, E Mitsea, Neuro-Linguistic Programming & VR via the 8 Pillars of Metacognition X 8 Layers of Consciousness X 8 Intelligences, Technium Soc. Sci. J. 26, 159, 2021. https://doi.org/10.47577/tssj.v26i1.5273 [97] A. Drigas, E. Mitsea, Conscious Breathing: a Powerful Tool for Physical & Neuropsycho- logical Regulation. The role of Mobile Apps, Technium Social Sciences Journal, 2022. https://doi.org/10.47577/tssj.v28i1.5922 [98] E Mitsea, N Lytra, A Akrivopoulou, A Drigas, Metacognition, Mindfulness and Robots for Autism Inclusion, Int. J. Recent Contributions Eng. Sci. 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Drigas, ADHD in the Early Years: Pre-Natal and Early Causes and Al- ternative Ways of Dealing, International Journal of Online and Biomedical Engineering (IJOE), vol. 15, no. 13, p. 95, 2019. https://doi.org/10.3991/ijoe.v15i13.11203 9 Authors E. Karagianni is with the Institute of Informatics and Telecommunications - Net Media Lab & Mind-Brain R&D, Agia Paraskevi, 153 10, Athens, Greece (e-mail: ka- ragiannieleni10@hotmail.com). A. Drigas is a Research Director at N.C.S.R. ‘Demokritos’, Institute of Informatics and Telecommunications - Net Media Lab & Mind-Brain R&D, Agia Paraskevi, 153 10, Athens, Greece (e-mail: dr@iit.demokritos.gr). Article submitted 2022-10-24. Resubmitted 2022-11-16. Final acceptance 2022-11-16. Final version pub- lished as submitted by the authors. iJIM ‒ Vol. 17, No. 01, 2023 73 https://scholar.google.com/citations?view_op=view_citation&hl=en&user=r2w21SUAAAAJ&cstart=100&pagesize=100&citation_for_view=r2w21SUAAAAJ:buQ7SEKw-1sC https://scholar.google.com/citations?view_op=view_citation&hl=en&user=r2w21SUAAAAJ&cstart=100&pagesize=100&citation_for_view=r2w21SUAAAAJ:buQ7SEKw-1sC https://scholar.google.com/citations?view_op=view_citation&hl=en&user=r2w21SUAAAAJ&cstart=100&pagesize=100&citation_for_view=r2w21SUAAAAJ:buQ7SEKw-1sC https://doi.org/10.3991/ijoe.v18i01.26859 https://doi.org/10.3991/ijes.v9i2.21283 https://doi.org/10.47577/tssj.v23i1.4126 https://doi.org/10.3991/ijes.v7i1.10031 https://doi.org/10.3991/ijoe.v15i13.11203 mailto:karagiannieleni10@hotmail.com mailto:karagiannieleni10@hotmail.com