ISSN: 1690-4524 (Online)
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Education 5.0: Using the Design Thinking Process – An Interdisciplinary View Birgit Oberer , Alptekin Erkollar (pages: 1-17) Impact of Artificial Intelligence on Smart Cities Mohammad Ilyas (pages: 18-39) A Multi-Disciplinary Cybernetic Approach to Pedagogic Excellence Russell Jay Hendel (pages: 40-63) Data Management Sharing Plan: Fostering Effective Trans-Disciplinary Communication in Collaborative Research Cristo Ernesto Yáñez León , James Lipuma (pages: 64-79) From Disunity to Synergy: Transdisciplinarity in HR Trends Olga Bernikova , Daria Frolova (pages: 80-92) The Impact of Artificial Intelligence on the Future Business World Hebah Y. AlQato (pages: 93-104) Wi-Fi and the Wisdom Exchange: The Role of Lived Experience in the Age of AI Teresa H. Langness (pages: 105-113) Older Adult Online Learning during COVID-19 in Taiwan: Based on Teachers' Perspective Ya-Hui Lee , Yi-Fen Wang , Hsien-Ta Cha (pages: 114-129) Data Visualization of Budgeting Assumptions: An Illustrative Case of Trans-disciplinary Applied Knowledge Carol E. Cuthbert , Noel J. Pears , Karen Bradshaw (pages: 130-149) The Importance of Defining Cybersecurity
from a Transdisciplinary Approach Bilquis Ferdousi (pages: 150-164) ChatGPT, Metaverses and the Future of Transdisciplinary Communication Jasmin (Bey) Cowin (pages: 165-178) Trans-Disciplinary Communication for Policy Making: A Reflective Activity Study Cristo Leon (pages: 179-192) Trans-Disciplinary Communication in Collaborative Co-Design for Knowledge Sharing James Lipuma , Cristo Leon (pages: 193-210) Digital Games in Education: An Interdisciplinary View Birgit Oberer , Alptekin Erkollar (pages: 211-230) Disciplinary Inbreeding or Disciplinary Integration? Nagib Callaos (pages: 231-281)
ABSTRACT
Self-Concept Development in Inclusive Classroom Settings focusing on Children with and without Visual Impairment Sarah Wieckert
The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers. Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively. This contribution presents a study which focuses on the special time of first-grade when primary school children get to know their new learning environment. In that context a survey takes place in Germany and accompanies children with and without special needs in the field of vision which learn together in school.
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