Abstract
During the past decades there have been considerable innovations with the use of Information Communication Technologies (ICTs) in many fields and sectors. In many settings ICTs have become an important element of the learning and teaching process. All social groups have been helped including children and adults with special educational needs. In this paper we provide a brief overview of the most representative articles for applications used for assessment, intervention and development of empathy which is an important skill that researches indicate that people with special educational needs lack of it. Empathy is a complex form of psychological inference in which observation, memory, knowledge, and reasoning are combined to yield insights into the thoughts and feelings of others.
Highlights
In today’s society, the use of information and communication technologies (ICTs) is a regular part of most people’s lives
This study has been tested on 234 children aged 6-12 years matched for age and gender and the results indicated that children with motor coordination problems do have specific deficits in empathy [9]
Kaliouby et al (2005) presented “The emotional hearing aid” – a portable assistive computer device to help children diagnosed with Asperger Syndrome read, understand and react to facial expressions in a socially – appropriate way facilitating the process of empathy
Summary
In today’s society, the use of information and communication technologies (ICTs) is a regular part of most people’s lives. There has been a growing number of researches that supports the fact that, ICTs and assistive technologies more generally, enable children and people with special educational needs to lead more fulfilled lives. The use of Information and Communication Technologies (ICTs) with individuals with special educational needs (SEN) has !ourished in the last decade for several reasons: the computerized environment is predictable, consistent, and free from social demands, which individuals with SEN may "nd stressful. ICTs offers many chances to find innovative ways of teaching empathy and emotion recognition to children and people with special educational needs. The purpose of the current paper is to present an overview with the most representative studies that deal with computer interactive intervention programs in order to assess and develop empathy in children and adults who have special educational needs. Technologies and sensors that can sense emotions or express and thereby influence users’ emotions have been continuously developed but there are enough studies that use instruments such us well - established questionnaires, scales and photographs in order to export results, measure and evaluate empathy
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