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Inclusive Design in Assisted Instruction

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  • Gabriel ZAMFIR

Abstract

Much instruction starts with abstract representations for which learners have insufficient foundation [1]. The British Standard, BS 7000-6:2005 Guide to Managing Inclusive Design, provides a comprehensive framework that can help all private enterprises, public sector and not-for-profit organizations, build a consistent approach to inclusive design into organizational culture as well as processes [2]. While courses, technology, and student services are typically designed for the narrow range of characteristics of the average student, the practice of universal design in education (UDE) considers people with a broad range of characteristics in the design of all educational products and environments [3]. This paper has been designed to provide an overview about the curriculum paradigm consisting in the fusion of the technology and the classroom instruction in economic higher education.

Suggested Citation

  • Gabriel ZAMFIR, 2008. "Inclusive Design in Assisted Instruction," Informatica Economica, Academy of Economic Studies - Bucharest, Romania, vol. 0(2), pages 140-145.
    • Handle: RePEc:aes:infoec:v:xii:y:2008:i:2:p:140-145
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    References listed on IDEAS

    as
    1. Gabriel ZAMFIR, 2007. "Scaffolding in Assisted Instruction," Informatica Economica, Academy of Economic Studies - Bucharest, Romania, vol. 0(3), pages 43-46.
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    Cited by:

    1. Alina Mihaela ION & Dragos Marcel VESPAN, 2011. "Collaborative Learning and Knowledge Transfer in Consciousness Society," Informatica Economica, Academy of Economic Studies - Bucharest, Romania, vol. 15(3), pages 115-127.

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