Brosura TESI - EN

Saint Mina Special Secondary School
TESI – in our vision
CRAIOVA 2019
Project No: 592177-EPP-1-2017-1-BG-EPPKA3-IPI-SOC-IN
Financed by the European Union. The content of this publication does not reflect the official
opinion of the European Union. Responsibility for the information and views expressed in this
publication lies entirely with the author(s).
Authors
Constantinescu Maria Cristina

Jiroveanu Elisaveta Veronica
ISBN 978-973-0-30993-5
Content
About TESI ............................................................................................................................................. 3

Project meetings ...................................................................................................................................... 7
TESI working stages ............................................................................................................................. 12
App access ............................................................................................................................................. 16
Download app........................................................................................................................................ 17
How the app works and creating accounts ........................................................................................... 18
Loading expressions and instructions .................................................................................................... 19
Activities organized with students from the target group...................................................................... 26
Demos and workshops........................................................................................................................... 31
Activities with students ......................................................................................................................... 34
Engaging people from the target group ................................................................................................. 37
TESI in mass-media .............................................................................................................................. 39
Results ................................................................................................................................................... 41
From our partners’ activities ................................................................................................................. 42
About TESI
„Adaptive Personalized System for Creating Expression Tools in Social

Inclusion of Learners with Verbal Communication Disabilities”
2018 – 2020
Saint Mina Special Secondary School of Craiova is implementing in

2018-2020 the project Erasmus TESI, „Adaptive Personalized System for
Creating Expression Tools in Social Inclusion of Learners with Verbal
Communication Disabilities”, No. 592177-EPP-1-2017-1-BG-EPPKA3-IPI-
SOC-IN.
”Paisii Hilendarski” University - Plovdiv, Bulgaria, along with The
National Distance Education University (UNED) - Madrid, Spain, University of
Craiova, Romania, ”Jan Kochanowski” University - Kielce, Poland, Romania,
”Josip Matos” Primary School for Disabled Children - Vukovar, Croatia, The
Association for the Education and the Development of Disabled People
(ASEDDEDIPE) - Kavala, Greece, ”Stoyan Belinov” Special School for
Children with Auditory Deficiencies - Plovdiv, Bulgaria are partners who
concentrate on the social inclusion of people with verbal communication
impairments who are at risk of social isolation.
The TESI is focused on the social integration of people with verbal
communication disorders who are at risk of social isolation. It is dedicated to
conceptualizing and developing social competences (SC) connected with
personal, social and professional development of people with verbal
3
communication disorders by designing software solutions adaptable, accessible

and easy to use, that can enrich personal expression opportunities.
First TESI objective is to bring a new training software solution that

integrates learning examples that can first of all actually use clues multimodal
behaviors of students with different types of verbal impairments to estimate a
complete automatized estimation of the context, the level of the students’
engagement and, at the same time, it offers them the possibility to express
themselves. This software is based on dynamic models deriving from last
generation learning approaches, that can adapt to each students’ specific
disorder, being however able to generalize on people and cultures. This software
for adaptive learning will add the ability to „feel” exactly the level of
engagement of verbal disabilities students, offering at the same time to the
school, as well as the parents and the members of the family a simple solution,
easy to use in the area of emergent expressivity, assisted software technology.
The expressive objects that have been personalized during the project
can be used individually or in group and they ensure these students the access to
the interactive learning process in class, to a series of support exercises,
provided through the same software or by the parents at home. Thus, TESI
allows all users to express themselves using audio and visual clues and will help
them create messages and improve social integration.
Taking into account the diversity of the people profiles in the area of
verbal disorders (including autism, dyslexia and intellectual disabilities), the
project aims at developing a basic training software system for all the
professionals who work with people with verbal disabilities regardless of their
area of knowledge. A new educational strategy will follow up to qualify and
help professionals and support people with verbal disorders in different contexts
and area of life throughout their life.
4
In education and school training, the learning objects remain

concentrated and focused on offering knowledge for the subject and very limited
in regard to the development of social abilities, that inevitably appear in future
social, personal and professional relations of these people when they leave
school. This limits the general professional achievement, the social integration
and personal relations of those disadvantaged groups. The acquired abilities and
the active communication capacity are the compulsory obligations and are
necessary for the integration in society, especially when children with such
problems leave de secure environment of their homes and of the social care
institution. In this stage, the main problem of this vulnerable group of youth is to
be able to communicate, to accomplish certain tasks and leave an independent
social life. For this, we can see the long-term impact of TESI that aims at
improving the socio-economic inclusion of this disadvantaged group, especially
when they leave the educational system.
The school’s project team is made up of Maria Cristina Constantinescu –

psycho-pedagogical teacher, project manager and members Robert Răpănoiu –
financial administrator, Elisaveta Veronica Jiroveanu – special psycho-
pedagogical teacher, Iulia Giorgiana Tailup – kindergarten teacher, Carmen
Mihaela Florea – special psycho-pedagogical teacher, Andreea Iuliana Apostol –
special psycho-pedagogical teacher, Mihail Constantinescu – special psycho-
pedagogical teacher, Florina Andreea Gheorghe - psycho-pedagogical teacher,
Emilia Gabriela Velica – special needs and support teacher, Oana Florentina
Voicescu – kinesiotherapist and Lia Maria Orțan – educator teacher.
The target group is made up of 13 students with deficiencies in language

development of Saint Mina Special Secondary School, parents, families and the
children’s environment.
5
Initially, 10 students were selected, 4 girls and 6 boys with ages between 8
and 18. They are students with critical, severe and associated mental disabilities:
2 of them with spastic quadriplegia, 3 with childhood autism, 1 has Down
syndrome, 1 microcephaly, 1 congenital hypothyroidism. 8 of them are enrolled
within our school and they attend daily courses and 2 are homeschooled by
teachers who go to their home and 2 are hosted in our unit’s boarding school.
As TESI trainers initially there were 6 teachers, but the group increased to
12 teachers along the course of activities (4 four special education teachers, 2
educator teachers, 3 language disorder therapy, 2 kinesiotherapists and 1 special
needs support teacher).
Initially there were 8 parents, but 7 remained, because one of them did not
want to use mobile technology in communicating with the child, and 2 education
trainers who worked with the 2 institutionalized children in continuing the
school program.
Speaking about the nonverbal child, it was demonstrated that early

intervention steps up the general development of the child, and the long term
results are of the best.
Due to the diversity of the children with speaking impairments (different

degrees of autism severity, different levels of intellectual abilities, different
personalities, the presence or absence of different added problems, sensorial
problems, epilepsy etc.) it is unlikely that they respond in the same way and
progress in the same measure for a single type of intervention.
Students who were introduced in the second stage of the target group: a 10
year old girl with mental and language retard, a 11 year old boy with severe
auditory and verbal deficiencies and one 5 year old boy cu atypical autism and
language retard.
6
The group of subjects used is non-homogenous, of different ages, with

different stages of psychosocial and cognitive development, with no verbal
language of any kind, with sounds or with a language consisting of a few basic
words.
Project meetings
PROJECT LAUNCHING CONFERNCE
JANUARY 2018 - PLOVDIV - BULGARIA
In the first meeting of the project, the partners met, and the working stages
and the working methods were analyzed.
7
DISSEMINATION DURING THE mRIDGE INTERNATIONAL

CONFERENCE
SAINT MINA SPECIAL SECONDARY SCHOOL - March 2018
In March 2018, as a follow up of mRIDGE project ending, we organized

an international conference with over 100 teachers participating. The TESI
approach and the project development stages were described.
INTRODUCING THE TESI MODEL CONFERENCE -JULY
DUBROVNIK – CROATIA 2018
8
In Croatia we were introduced to the TESI application, we introduced

the target group, the needs analysis results and we detailed the next activities.
REPORT ON THE DEVELOPED ACTIVITIES CONFERENCE –

NOVEMBER 2018 – MADRID – SPAIN
This time the Romanian team presented the developed activities, the
malfunctions of the application, improving proposals and the results achieved by
the target group students.
WORKSHOP WITH PARENTS AND TEACHERS – JANUARY 2019 –

Pomporovo – BULGARIA
Parents and teachers were invited to Pamporovo to test the TESI

application, and were trained how to load in the library the images they needed
in the communication with the students.
9
REPORT ON THE DEVLOPED ACTIVITIES CONFERENCE – MAY

2019 – CRAIOVA – ROMANIA
On May 28, Craiova held the conference for the report on the activities
developed so far. The partners of the subject were present, each of them
presenting their activities.
REPORT ON THE DEVELOPED ACTIVITIES CONFERENCE – JULY

2019 – KAVALA – GREECE
At Kavala were presented the future measures needed to fix the

inconvenience, the increase of the target group was decided, since some of our
10
students did not catch easily the communication with TESI, because of their
medical issues.
PROJECT ENDING CONFERENCE
DECEMBER 2019 - PLOVDIV - BULGARIA
The project ending conference took place in Plovdiv, where partners

presented their reports, conculusions were drawn and it was decided that the
application will continue to be used.
11
TESI working stages
❖ Selection of the target group
❖ Questionnaires application for the needs analysis of the TESI project
❖ Studying the TESI model
❖ Questionnaires application to establish the quality of the TESI model
❖ Use of TESI model in the daily activities undertaken by the target group
students for an entire year
❖ Results analysis
In order to select the students, the existing files were analyzed within our
school and a group of 30 nonverbal subjects was created according to the data
recorded in the files of the medical office and in the psycho-pedagogical files
existing within the unit for the treatment of language disorders. Questionnaires
adapted to their level of understanding were applied and children with mobile
technology skills were selected.
The first stage involved the training of parents and teachers on how to
use the TESI application. Training workshops were organized, where accounts
were opened for parents and children. The teachers opened accounts and thus
parents distributed trainers for the children.
The TESI tool is designed both for these children and their supporters:
parents and specialist who work with them. These specialists can be: teachers,
educational specialists, clinical and non-clinical specialists or other people who
assists them on a daily basis.
12
The TESI tool contains two applications for the final user:
- Mobile application for users with communication difficulties;

- Internet application for supporters: parents and specialists.
The mobile application is working on tablets and on convertible devices

that have touch screens and operational systems for Android, iOS and Windows.
The web application is working with the last versions of Google Chrome,
Apple Safari, Microsoft Edge and Internet Explorer search engines. However, if
possible, it should also work with older versions too: it is possible that some
users will not have modern and updated hardware.
The main characteristics of TESI tool are: accessibility, adaptability,

extensibility and shared use.
Accessibility – the interface for TESI tool users is designed especially for
users with reading and writing deficiencies. Moreover, the target group often
has other issues too, for example TSA or Down syndrome, which demand some
added characteristics.
Adaptability – each user has personalized access to TESI tool and to a set
of expressions and instructions adapted to their needs. It is the supporters’
responsibility to prepare clue sets and visual instructions which the users will
use daily. The supporters can use visual clues, which are available in the shared
resources library or to load their own resources in the library. The same thing is
available for the visual instructions also: the supporters can choose instructions
available for their users or to create others.
Extensibility - the TESI tool contains a library of resources and

instructions, collected and prepared for the specialists of the Consortium of the
TESI project, but the supporters will be invited to participate. The main
13
objective is that this library be extended with the mutual efforts of all registered
supporters, who can add and create new resources and instructions.
The shared use offers supporters access to a diversity of resources they

would hardly find any other way. Moreover, the use offers the supporter the
possibility to make the most of the others experience and bringing in their own
resources at the same time.
The system defines for types of users: user, parent, specialist,

administrators.
Users are people with reading, writing and communication difficulties,

who want to communicate using visual cues. They will use a mobile app on their
tablet to express themselves, follow instructions and receive messages from
supporters.
Parents of children who have communication difficulties are the only ones
who can register users in the system and designate other supporters to work with
users. This restriction is required to avoid ethical issues regarding the use of
software.
Specialists work alongside parents and are usually involved in the users’
life on a daily basis. In order to work with users on the system, specialists must
be explicitly designated by the parents.
Administrators are responsible for managing the system. They can

suspend accounts if they notice inappropriate behavior. For example, if someone
uploads a video resource with inappropriate content, administrators should
delete the resource and suspend their account.
14
The TESI tool relies on visual cues (images) to help users overcome
communication deficiencies. Visual cues or resources are stored in the shared
library and are shared with users and supporters registered in the system.
By using this application it is desired that the students, the young people
with verbal deficiencies can communicate, fulfill certain tasks and leave an
independent social life.
The long-term impact of TESI aims at improving the socio-economical

inclusion of disadvantaged groups, especially after they leave the education
system.
The training for creating new expressions and instructions was

continued. In order to make the activity more efficient, the child-parent-teacher
collaboration was emphasized.
Meetings of project members for platform work, questionnaires completion, focus

group, analysis of project activities.
15
App access
Go to the website http://tesi.dipseil.net/, then TESI System, create the

parent’s account, then generate the user’s accounts. Access codes will be
generated in TESI TOOL, the Android application. The library of expressions
and instructions for users as well as for parents and teachers is loaded onto the
user's account according to each one’s particularities.
TESI platform, login , connection
Users’ accounts, images for expressions
16
Download app
It is free and it can be downloaded from Google play / Play Store, TESI
TOOL.
17
How the app works and creating accounts
Logical layout
for how TESI
works
Caracteristici
ale aplicației
18
Loading expressions and instructions
Expressions for P.A. student:

Let’s go!
I want to brush my teeth!
I want juice!
I want to cut my nails!
I want to draw!
I want fruits!
19
Expressions for P.A. student:

I want to paint!
I want pizza!
Let’s write!
Let’s play with shapes!
I want outdoor clothes!
Areas of communication:
- Training of personal hygiene skills
- Learning letters and sounds
- Development of manual and practical skills
- Learning the stages of some classroom activities
- Communication with colleagues
- Expressing desires
- Learning colors and creating associations
- Socializing activities
- Learning how to use favorite games
- Learning the basic steps for a meal, different types of food and how to
use dishes
20
”Let’s go expression!” with options:

downtown, Botanical Garden,
Romanescu Park, school etc.
Correct pronunciation of the sound R
Instruction: How to
wash clothes!
21
Instruction: How to
clean our hair!
Expressions for B.M.A.

student
22
The caregiver’s
expression:
Choose the game you

want!
The caregiver’s
expression:
Let’s draw!
23
The caregiver’s
expression:
What fruits do you want

to eat?
The caregiver’s
expression:
How to dress properly!
24
The caregiver's expressions uploaded to the TESI platform were in

accordance with the child's daily needs, such as: "Wash your hands!", "Brush
your teeth!" "Do you want to eat? What?" - with examples for their favorite
food: "Choose a fruit! " – so the mum knows what fruits to buy, "Show
vegetables" - to know what vegetables they want. These images represent the
information that helped the child build and regulate his behavior; to know what
they have to do, what they will do in the near and distant future and especially
what the space they are in represents and what it serves for.
The instructions were: "Let's make the right sound r!", "Let's have
dinner", "Repeat the days of the week", "How to eat!", activities by which they
follow certain stages, correctly speak some sounds, organizing their own time in
carrying out the daily / ordinary program, the orientation in space and time by
repeating the days of the week, the hours, the objects in the immediate
environment, the repetition of words for proper learning, for example:
"animals".
The challenges and difficulties encountered in presenting and carrying out
the project activities were related to the mentality of some parents and of the
students tested to become a part of the target group. They were reluctant to the
use mobile technology and its necessity to facilitate parent-child
communication. These problems appeared mainly because of the low level both
intellectually and culturally of most of the students’ parents of our school and
the improper conditions in which they live. To overcome this barrier, regular
meetings were organized with parents, both at school and at home. Parents
participated in the students' learning hours to understand the importance and
usefulness of using mobile technology in communicating with the nonverbal
child.
As a strong aspect of the results achieved so far is the interest expressed
by both special schools and public schools that educate non-verbal students in
25
using the TESI software as the main means of communication and learning.
Another aspect to mention is that this model can be used in everyday life, not
only in school and in the family, but it is also a means of social integration,
being used anywhere in the daily activities of users. Psychologically, this mode
of communication through mobile technology gives users independence in
personal and social life, mental comfort and overcome the barriers caused by the
deficiency.
Activities organized with students from the target group

The students started with the use of the application at school with teachers
and classmates, then at home with their parents and continued in different
contexts: shopping, in the city, in communicating with classmates etc.
The C.R. student using TESI in

different contexts: at home, at
school, at the playground.
26
The S.D.S. student

communicating with her
mum using TESI
The P.A. student using

TESI in class.
27
The P.L. student answering with the help of TESI!
The B.M.A. student communicating with The P.A.T. student communicating with
mum with the help of TESI the teacher with the help of TESI
28
The V.A.M. student asking mum and

teacher the music she wants to listen to,
using TESI
The P.L. student shopping for the

wanted products, through TESI
29
The P.L.M. student

using TESI is ticking
shapes according to
color and form
Preschooler M.
ticking on shapes
and respecting the
instruction on how
to brush his teeth
properly
30
A student using TESI in a hypermarket

in Craiova or in the classroom
Demos and workshops
Demos on how to use TESI during the TESI International Conference, Craiova,
May 28, 2019
31
Demos on the TESI use within the

International Conference, Craiova,
May 28, 2019
”How to use TESI

application”- Workshop
with teachers
May 2019
32
”How to use TESI app”

Regional discussion,
Craiova
May 2019
”All about TESI” regional pedagogic round table
Dr. Tr Severin, May 2019
33
Activities with students
13 students from the UCV – The Faculty of Social Sciences had their
internship in our school and worked with the students in our target group. They
were designated to each child and worked for two weeks on the already
designed instructions.
Students are working with children

on the instructions already uploaded
by teachers or parents
34
Each child worked with one or more

students
In the second stage of the project implementation we considered the following:
- We expanded the target group to introduce children with moderate mental

deficiencies, so that it was not necessary to perform the operations and
repeat them, the progress was visible during these two months (September
and October). They were able to use the expressions to make themselves
35
understand both inside the school (daily school activities) and outside it
(at home or in the community). They managed to express 90% of what
they wanted to say using the tablet at the store, in visits. At home the
progress is much more visible than in the first target group that continued
the activity during these two months. The children became more cheerful,
more open to play and work in the classroom, improving the accumulation
of acquisitions and skills.
- The parents are aware that the TESI application is a real help and they use
it as much as possible.
36
Engaging people from the target group
The activities organized at the local level: meetings with parents,

committee meetings, teachers’ councils. The parents and teachers in our school
showed interest and were actively engaged in the activities.
At county and regional level in pedagogical circles, at conferences, at
TESI Days, the participants were open to the usefulness of the TESI tool in
language development.
At the national level within the National Symposium "Inclusion of the

student with special learning needs", the participants were interested in using
such an application in the future to improve the communication skills of the
students.
In the international context, at conferences and symposiums, the

participation of the teachers involved has proved to be in support of the
dissemination of the activities carried out within the project.
The project implementation team, the teachers have carried out

dissemination activities in different contexts such as at the local level during the
meetings of methodical commissions, at county level in pedagogical circles by
specialties, in teacher's councils, at regional level in pedagogical circles of
special needs teachers, at national level in symposia, and at international level in
conferences.
On 11/09/2018, the project was disseminated within the National

Symposium "Inclusion of the student with special learning needs", where 56
people participated.
The "TESI Days" activity took place at the Saint Mina Special
Gymnasium School on 10.24.2018. Representatives of the University of
37
Craiova, Dolj County Council, Dolj County Center for Resources and
Educational Assistance, Dolj County School Inspectorate, other county schools,
representatives of local and national press were present.
On 04.18.2019, the debate within the project "Access to Quality Inclusive

Education for Special Learning Needs Children with Hearing and Visual
impairments (EDU-CES)", SMIS code 112080, was activity attended by
representatives of ISJ institutions , NGOs, DGASPC from the entire Oltenia
region, 5 counties of the country, 35 people in total.
During the debate "Education Unites Us", on 05.14.2019, a number of 45

teachers participated in the dissemination of the school. Also on this day there
was a workshop "How to Use the TESI Application" where the TESI application
and how to use it effectively was presented. 50 teachers worked with the
software.
On 05. 15.2019, training workshops were organized for the use of the
TESI application in three schools in Craiova: Elena Farago High School - 13
teachers present, the Pelendava Special Technological High School - 10 teachers
present, Eden Craiova Kindergarten - 14 teachers.
The International Thesis Conference was held in Craiova on 28. 05. 2019,
all representatives of the project participated.
At the meeting on 05.31.2019 held in Drobeta-Turnu-Severin, 58 special

education teachers from 5 counties participated.
Dissemination activities continued in mass-media, magazines and online.
38
TESI in mass-media
TESI in mass-media links:

https://www.teleucraiova.net/2018/10/24/proiectul-tesi-
continua/?fbclid=IwAR2ksV157qwCIjWElpgleGA7d6Z26lvN6bpM2WDwbQu
eH6T45K78v2zp7Q
https://www.teleucraiova.net/2018/10/26/la-obiect-sprijin-pentru-copii-cu-
nevoispeciale/?fbclid=IwAR0XFdgb2WZs2DZTsuQRNZeVTsyONzjXPBgKY
7Doheo-2mFlYX6qZWN6Wdw
https://www.facebook.com/ScoalaMinaCraiova/photos/pcb.2073730859355958/
2073729592689418/?type=3&theater
https://www.youtube.com/watch?v=g82JkbSPUA&feature=share&fbclid=IwAR
0_jospFs6GCRb5kxHsiWcH3VFHnGGunlLrJ0ZeuVgjsKKvOsdJBvu7yao
http://scoalasfmina.ro/proiect-2/
2726264074102630/?type=3&theater
https://www.facebook.com/2002947343363752/photos/a.2332217037103446/23
32217107103439/?type=3&theater
https://www.facebook.com/2002947343363752/photos/a.2332217037103446/23
32217207103429/?type=3&theater
2331697960225912/?type=3&theater
https://www.facebook.com/InstytutEdukacjiSzkolnejUJK/photos/pcb.20705971
06340432/2070610029672473/?type=3&theater
2347420815320293/?type=3&theater
2415600921835615/?type=3&theater
39
Project launching Conference -

Romania
TESI Days
40
TESI Conference - May 2019
Results
Emphasis was placed on communication inside the school, as part of the

children's daily activities, since parents were not very interested in their progress
due to the low level of understanding.
We succeeded in developing the way they express their desires, the way
they make themselves understood by their classmates, teachers, parents and
community, in increasing their self-esteem and self-confidence, in facilitating
their social integration. The students who followed the steps of actions have
managed, through multiple repetitions, to acquire daily skills.
Some parents constantly use the TESI application as a means of visual
communication, becoming an indispensable part of their lives.
41
The students were interested in the school program and the participation
in different school and extracurricular activities, feeling that they belong to the
class group, due to the easy communication through TESI.
From our partners’ activities
Info Day Greece
42
The School for Hearing Deficiencies Belinov, Bulgaria
University of Craiova – first meeting
43
UNED Spain
Croatia - workshop with parents
44
Students from Poland working with TESI
Greece introduces refugees in the target group
45
Do not say a little in many words but a great deal in a
few. Pitagora
46
ISBN 978-973-0-30993-5

Brosura TESI - EN

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Saint Mina Special Secondary School

TESI – in our vision

Constantinescu Maria Cristina

About TESI ............................................................................................................................................. 3

„Adaptive Personalized System for Creating Expression Tools in Social

Saint Mina Special Secondary School of Craiova is implementing in

communication disorders by designing software solutions adaptable, accessible

First TESI objective is to bring a new training software solution that

In education and school training, the learning objects remain

The school’s project team is made up of Maria Cristina Constantinescu –

The target group is made up of 13 students with deficiencies in language

Speaking about the nonverbal child, it was demonstrated that early

Due to the diversity of the children with speaking impairments (different

The group of subjects used is non-homogenous, of different ages, with

PROJECT LAUNCHING CONFERNCE

JANUARY 2018 - PLOVDIV - BULGARIA

DISSEMINATION DURING THE mRIDGE INTERNATIONAL

SAINT MINA SPECIAL SECONDARY SCHOOL - March 2018

In March 2018, as a follow up of mRIDGE project ending, we organized

INTRODUCING THE TESI MODEL CONFERENCE -JULY

DUBROVNIK – CROATIA 2018

In Croatia we were introduced to the TESI application, we introduced

REPORT ON THE DEVELOPED ACTIVITIES CONFERENCE –

WORKSHOP WITH PARENTS AND TEACHERS – JANUARY 2019 –

Parents and teachers were invited to Pamporovo to test the TESI

REPORT ON THE DEVLOPED ACTIVITIES CONFERENCE – MAY

REPORT ON THE DEVELOPED ACTIVITIES CONFERENCE – JULY

At Kavala were presented the future measures needed to fix the

PROJECT ENDING CONFERENCE

DECEMBER 2019 - PLOVDIV - BULGARIA

The project ending conference took place in Plovdiv, where partners

TESI working stages

❖ Selection of the target group

❖ Questionnaires application for the needs analysis of the TESI project

❖ Studying the TESI model

❖ Questionnaires application to establish the quality of the TESI model

- Mobile application for users with communication difficulties;

The mobile application is working on tablets and on convertible devices

The main characteristics of TESI tool are: accessibility, adaptability,

Extensibility - the TESI tool contains a library of resources and

The shared use offers supporters access to a diversity of resources they

The system defines for types of users: user, parent, specialist,

Users are people with reading, writing and communication difficulties,

Administrators are responsible for managing the system. They can

The long-term impact of TESI aims at improving the socio-economical

The training for creating new expressions and instructions was

Meetings of project members for platform work, questionnaires completion, focus

Go to the website http://tesi.dipseil.net/, then TESI System, create the

TESI platform, login , connection

Users’ accounts, images for expressions

How the app works and creating accounts

Loading expressions and instructions

Expressions for P.A. student:

Expressions for P.A. student:

- Training of personal hygiene skills

- Learning letters and sounds

- Development of manual and practical skills

- Learning the stages of some classroom activities

- Communication with colleagues

- Learning colors and creating associations

- Learning how to use favorite games

”Let’s go expression!” with options:

Correct pronunciation of the sound R