I was going I was saying that we give now the welcome to my colleague
Tiberius Felice at the Department of Didactic School Organization
and special didactic that the faculty of the university to Ned.
He's the director of the Center of Attention to University Students
with Disabilities.
When it is at the National University of Distance Education,
he holds a diploma in teaching specializing
in preschool education from the University of Santiago.
A bachelor of Science in Education from Janette and Doctor
of education from the same university.
He was a professor of adult education
at AP a center in Federal and Radio SCCA in Orange,
as well as a Braille professor at onset.
He's currently developing his teaching in design
of social and cultural development programs, didactic
and educational organization, and attention to diversity
technologies applied to education and visual ethnography.
His main lines of research are technologies for learning
social networks, distance education and attention to device diversity.
He's coauthor of the book Special Education Needs and General Didactic
for Social Educators and author of Design
of Social Education Programs, as well as numerous
communications and articles on these same topics.
So, Deborah, thank you very much for joining us.
The stage is yours.
Thanks to you.
I'm not sure I'm sharing the
screen.
Yes, you are. Yes.
Thank you very much.
Well, thank you very much, Philippa, and congratulations
for reorganizing version of this event.
I think it's very, very important to talk about
all that because you could have questions, but
the voice is also very important.
And we took very few objects.
It's very important for
all the agencies of the actors in education
and for teachers, for students and for families.
So it's very important that we know the voice
is our main means to teach or to learn.
So it's very important.
Well,
this afternoon,
I'm I'm talking I've selected some topics
because the special needs
are very related to the voices
and the voice, the special needs that
I have to select I'll try to get some topics,
specific topics to talk about and to share with you.
Also, my concern and those so
some reflections about this topic. So
I'm I'm
talking firstly about the relationship of the personality
and the voice, because when we talk about disabilities
and people with special needs
we are talking specifically about us.
So in some specific ways,
some personalities, some specific
personalities.
Well. So
when when we listen to evolve,
we identify some features, some Charteris
sticks of the personality, for instance, the gender.
We also
perhaps we identify
the origin of people, the age of people,
because we know as our colleague was talking about the ages
relating ourselves to the features of the voice.
We also identify the state of the health condition, perhaps.
So how we have at this moment
the characteristics of people
and perhaps also the level of education.
So when we listen to their voice,
we know who you are, or at least
we think we believe who you are.
So the voice is related to our image.
We image we provide to other people.
And then it's very important
in the relationships of everybody.
We all of the community with other students.
We have the teachers, teachers, we students and each one.
We've often
So when
we talk about the Voice University or we visit different personalities
of all peoples with disabilities,
we have to focus and vote several if
conditions or elements.
For instance, and perhaps when we
we feature both the voice,
we think firstly about our own people
who have have no voice, no
muting is related to the
the hearing impairment so white people.
Is mute people mute because they don't listen.
So we don't hear and if we don't hear, we can't listen.
We can't learn to speak to speech or to talk.
So some years ago,
we we were we were mostly
providing to this people the opportunity also to talk,
to take no risks or policies
around and still think that
people
if they are, they are
if they could we could learn
to talk and and to speak.
We had a lot of
problems, at least in Spanish,
with deaf people talking
because of the features of their speech was very difficult.
Some people, some deaf people talk
very well, but they have to learn.
They have to train.
And many and many to achieve very good results.
So in the last year,
we prefer deaf people
prefer signing language to communicate.
And so we are using mainly sign language to communicate
and so so far learning and so far
training for teaching it.
But also when we talk about hearing impairment,
we are talking about a lot of drivers of different voice impairments,
not only to hearing impairment.
Some of these are also related to other kinds of disabilities.
For instance, if people have physical disabilities,
perhaps they have problems for our nation
or for articulation for pronunciation
so we will have problems or impairments invoice
as consequence of problems, half of the characteristics
and features of some kinds of physical disabilities.
We could also find sometimes relationship
between the difficulties to pronounce or to to articulate
related to other mental
or intellectual characteristics.
So some disability
impacts of half of produce
difficulties in the voice of people,
but also we have specific speech impairments.
That means if problems are difficulty is related directly, directly
related to the
speech US problems, information
or in in dyspraxia related from instance to dyslexia.
So to search and over
and speech sound disorders
that could solve complex explain how but we have
if that means we have a lot of impairments
or diseases or problems
that are reflected in the voice.
When we listen to people, that means when we we work
or when we support people with disabilities.
One of of the most frequent problems we are
we find are related to the voice
and are related to the communication,
but not because they have problem waves of voice.
Sometimes they have problems directly with the voice, but
sometimes these problems are related to over a kind of problems.
Forest
some kinds of, of disabilities and some kinds
also of other impairments or other over disease
This, this kind of
of disease is our experiment could be permanent,
for instance, where we are related to physical problems
for instance, but also we find or we could find
so impairments missed most or more
if provision is not so permanent.
So they could also appear and disappear sometimes
in Why is the voice is so relevant for us?
Because
as teachers we know that the voice is related
to the abilities, the abilities of people.
And when we are teaching and students and learning,
we think they are learning.
The voice in is are
one of the main relevant means
in the relationship
between students or between students and teachers,
but also because we know that the voice is also related
to the personal image, what we see or what we think we are when
we talk about voice.
Voice is also a part, a very important part
of how we present s to all of our people.
And also how we feel we are.
And also it's related to self-esteem,
how we value ourselves
so we have to think about
both things in one side.
It's very important to work and to support
the other problems related to the voice of means
and then related to some abilities which of people,
but also because we know that the voice is related
also to the personal image and to the self esteem.
And we know if you don't believe on yourself,
you are not doing as so
things are so much as you could.
So it's very important to work the, the both
both sides in one side
the capabilities to support people but in your voice either.
So to empower people to help
them to believe on themselves
in distance education
it's true that we don't use
the speech to talk the voice
so frequently as in face to face as the presence
because we use mainly written content
and we do a lot of writing activities
that we also use
perhaps we should use most more frequently,
but we also use the speech talk
in the video conferences in
all kinds of meetings.
And so in face to face meetings, for teacher,
we are support for evidence as today.
So it is true
that we don't use so frequently the voice that we also use
and perhaps we should use
more frequently the voice
perhaps also because our methods
and it's a critical reflection
for us, our methods are sometimes
too many or too frequently transmitted.
We we do.
We, we should improve and we should use more active methods.
And when we talk about activity one of the important part
of the activity is around activity is talking
is speech is speaking so
infrequently when you have to support people
when when we have to to help our students,
the more frequent
means we use other people,
people helping people to communicate, to support, to help,
to introduce them or to translate
to help them in our activities.
One of the important activities for our students are the exams.
And you could observe that in some times
our students are with other people supporting them
and explaining or translating or writing for them.
What we are answering.
Because if personal support is very important for us
also when they have to explain something
by oral means,
these kind of of problems
are more frequent in language learning
when our students have to, to learn
languages, you know, when you analyze the methods
and the language competence, we used to
talk about different abilities
learning, writing and listening.
And so in fact through that listening, for instance,
and speaking are very difficult for people who have a problem
with problems with voice.
So in some topics solving in some degrees,
if people with voice problems
have all need or require, if not had massive
bought from our staff,
but we would provide them.
And when we we
when we ask for this kind of
and that's true.
But at this moment,
are are the things I was talking about
relating to voice only problems.
But I wanted also
to talk about the other side of the reality
because it's not true that the voice is only a problem
for disabilities of for people with special needs.
The voice is also a solution and then I want to sort of
share with you solve some ideas to reflect that the voice
sometimes is a problem for some people and we have to help them.
Also, the voice is a solution
for other problem for other people.
With disabilities, for instance,
we use the voice technology for people.
If our blind people, for instance, for blind people of for people
with a motor l Mutharika problems for instance
to move or to write
voice technology is a solution for people who have other kinds
of disabilities for instance, related to
blind people or farm movements.
They use one of the technology
related with the voice is a screen reader.
A screen reader is a technology but is a voice
that is reading what we see on the screen.
This is a very useful technology also for people
who can't see, who can't read
directly on the screen.
The idea and your description is also a voice
you want to do a film of
or to a video to explain
what we are seeing, what we are watching
and, and and other people can't watch, can't see.
So you can activate our device,
activate it and hold your description either.
So as always, but is describing what other people are saying
the algebra the algebra isn't as it is
not only useful for blind people, it's useful for everybody.
Once you say knowledgeable Ultrabook is a technology
also that is using voice to read what is the text.
The Ultrabook is not only it's also people reading.
Sometimes it's only people reading, but we have several
kinds of ultrabooks that's also add
some kind of means of resources that facilitate
you navigation inside out, you and you.
It's very easy to look far to find
especially contents specific words
using this kind of of technology.
For instance, perhaps, you know, Daisy.
Daisy is the kind of Ultrabooks
that's it is not only a reading, it's also
a means to navigate
in the of you exciting contents and words and pages.
And so
each transcription a I have to
do so and to give my congratulations
to the organization of the seventh because we ten
people who who is watching
the event on can only net
have subtitles subtitling the subtitling
and the transcription is also another
kind of voice technology in this case
it translates the voice to a two
writing writing a text
and this kind of of change translating from the voice to the text
and from the text to the voice is very important.
Also to support people with disabilities.
But at least as you see also when I have a show
to to reflect or to explain it,
as you see all these kinds of technologies of voice technologies
are not only useful for people with disabilities,
they are useful for everybody,
for you, for me, for everybody.
And this is really
why the accessibility is useful,
why the design for are designed for everybody.
Is useful and is good,
not only for people with disabilities.
It's useful for everybody
because when we talk about inclusion,
we are already talking about the inclusion of different people,
of people with special links of people with disabilities.
We are talking about inclusion, about inclusion.
A few of me, everybody
we are without disabilities
because really I don't know
where are people without disabilities.
Everybody knows himself or herself
and everybody knows that
everybody has his own disability.
And then a thanking,
thanking you two for you your attention and thanking us.
So to do leave and are the organization
for this effort and I'd let you my name
if you you want to contact me thank you very much.
Thank you so much
to bid you for your wonderful exposition about
why should we give importance to voice
and as the fascinating to me your slide on voice as an
inclusive measure and all the aspects you brought to discussion.
I was wanting to ask you I know that you are a very
experienced peer to go in Spain.
How do you think the preparation of teachers in Spain ease
towards regards the morality in the classroom?
How can they ability to their voice to serve the purpose
of communicating to the students
from your own perspective?
I only took two ideas once.
I think we use very few the voice and generally
the oral means very few.
In, in in this classification I was commenting.
It's very tricky.
It's very just it's very
frequent.
Not using voice.
That's right.
It's very traditional, but
I can stand about the face to face education
because if you have students
in front of you A you
you should use much more the opportunity for interaction,
not only interaction with you will Stitcher, but among them.
And so I think we don't use so frequently as we should.
And I use should.
I think it's very important because our colleagues before was
reflecting how the voice and how is the oral
activity is so important for the development
of our personality and also for our have
so I think there work
very few, but also the other.
The second idea was you are aware commencing next year.
We are beginning with a new degree
of teachers of kindergarten.
Well, I think it's very important also to teach teachers
and to train teachers to use well, their voice
because I am teacher, I am teacher of kindergarten,
and nobody
taught me how to use correctly my voice.
And we know that teachers have a lot of problems with voice.
So we have to to teach teachers
how to use voice teaching but does so how to use
well their voice to to keep
and to have a good voice
all around their very lives is very important because after
we find us so a lot of problems in in voice of teachers
and it's only to to learn how to use correctly
just for.
Thank you very, very much.
Once again,
we will make sure that at the lab of
voice music and language we can give that contribution
and be a pioneering in education of kindergarten teachers.
Thank you again once more for your wonderful contribution.