scholarly journals An overview of the second year of a mentoring program designed for special education teachers of children with autism in the early years of professionÖğretmenliğin ilk yıllarında otizm spektrum bozukluk tanılı öğrencilerle çalışan özel eğitim öğretmenlerine uygulanan mentorluk programının ikinci yılına bakış

2017 ◽  
Vol 14 (4) ◽  
pp. 3548 ◽  
Author(s):  
Yeşim Güleç Aslan ◽  
Canan Sola Özgüç
Keyword(s):  
Special Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Teaching Profession ◽  
Early Years ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Mentally Disabled ◽  
Second Year ◽  
And Coping

Early years of teaching profession can be hard especially for teachers of children with autism spectrum disorder (ASD) due to difficulties of ASD. Work adjustment programs are designed to facilitate first years of teachers who may have difficulty in adjusting to teaching, performing teaching and coping with behavior problems. These programs can include services aimed to help acquire knowledge and skills, mentoring, and consulting. This paper presents a qualitative case study on the second year of an online mentoring program designed for teachers of students with ASD. The study participants include seven teachers graduated from the Education of Mentally Disabled Program and working in special education implementation centers students with ASD. The data was collected through artifacts, opinion form, and researcher diary. The results show that the online mentoring program involves topics for the participants’ needs and offers benefits such as professional development and adjustment. The results also include participants’ views on the weaknesses and strengths of the program.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetÖğretmenlik mesleğinin ilk yılları, otizm spektrum bozukluğu (OSB) öğrencilerle çalışan öğretmenler için, OSB’nin kendine özgü güçlüklerinden dolayı zor geçebilmektedir. Öğretmenliğe alışmanın yanı sıra, öğretim sunmada ve davranış sorunlarıyla baş etmede sorunlar yaşayabilen bu öğretmenlerin mesleklerinin ilk yıllarını başarılı bir şekilde geçirmelerini sağlayan işe uyum programları; bilgi ve beceri kazandırma amaçlı hizmetler, mentorluk, danışmanlık şeklinde yürütülebilmektedir. Bu araştırmada, mesleğinin ilk yıllarını OSB alanında çalışan öğretmenlere yönelik bir çevrimiçi mentorluk programının ikinci yılı nitel vaka çalışmasıyla incelenmiştir. Katılımcılar, özel eğitim uygulama merkezleri ve bağımlı Otistik Çocuklar Eğitim Merkezlerinde (OÇEM) göreve başlayan Z.E.Ö. lisans programı mezunu yedi öğretmendir. Veriler, süreç ürünleri, görüş formu ve araştırmacı günlükleri ile toplanmıştır. Betimsel analiz sonucundaki bulgular çevrimiçi mentorluk programının katılımcıların ihtiyaçlarına yönelik konulardan oluştuğunu, programın mesleki gelişim, uyum gibi faydaları olduğunu göstermiştir. Ayrıca, programın eksik ve güçlü yönlerine ilişkin katılımcı görüşleri bulgularda yer almıştır. Araştırmanın, çevrimiçi mentorluk programlarının planlanması ve yürütülmesi sürecine ışık tutabileceği düşünülmektedir.

scholarly journals Robots in special education: reasons for low uptake

2019 ◽  
Vol 13 (2) ◽  
pp. 59-69
Author(s):  
Maria Jose Galvez Trigo ◽  
Penelope Jane Standen ◽  
Sue Valerie Gray Cobb
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Design Methodology ◽  
Real Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Learning Activities ◽  
Autism Spectrum Conditions ◽  
Content Type ◽  
The Uk

Purpose The purpose of this paper is to identify the main reasons for low uptake of robots in special education (SE), obtained from an analysis of previous studies that used robots in the area, and from interviewing SE teachers about the topic. Design/methodology/approach An analysis of 18 studies that used robots in SE was performed, and the conclusions were complemented and compared with the feedback from interviewing 13 SE teachers from Spain and the UK about the reasons they believed caused the low uptake of robots in SE classrooms. Findings Five main reasons why SE schools do not normally use robots in their classrooms were identified: the inability to acquire the system due to its price or availability; its difficulty of use; the low range of activities offered; the limited ways of interaction offered; and the inability to use different robots with the same software. Originality/value Previous studies focussed on exploring the advantages of using robots to help children with autism spectrum conditions and learning disabilities. This study takes a step further and looks into the reasons why, despite the benefits shown, robots are rarely used in real-life settings after the relevant study ends. The authors also present a potential solution to the issues found: involving end users in the design and development of new systems using a user-centred design approach for all the components, including methods of interaction, learning activities and the most suitable type of robots.

scholarly journals Various techniques of adaptation to dental treatment of children with autism spectrum disorder

2020 ◽  
Vol 73 (11-12) ◽  
pp. 375-379
Author(s):  
Jelena Komsic ◽  
Duska Blagojevic ◽  
Bojan Petrovic ◽  
Sanja Vujkov ◽  
Isidora Neskovic ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Success Rate ◽  
Dental Treatment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Education School ◽  
Special Education School ◽  
Novi Sad ◽  
Combined Interventions

Introduction. Autism is a severe and lifelong developmental disorder characterized by impaired social interaction and interpersonal communication, as well as characteristic repetitive patterns of interest and behavior. The purpose of this study is to point to the possibility of applying various techniques of adaptation of children with autism to dental interventions in order to maintain oral health. Material and Methods. A multidisciplinary project was carried out by the Dental Clinic of Vojvodina, Special Education School ?Dr. Milan Petrovic? and the Autism Society of Novi Sad. The following education models were used in the project: behaviororiented models, developmental strategies, therapy based interventions, and combined interventions. The success rate of applied education models and adaptation of children with autism spectrum disorders to dental interventions was examined. The success criteria included the ability to make contact, communicate, cooperate, and perform dental treatment. Results. The multidisciplinary project included 20 active members the Autism Society of Novi Sad and 20 members of the Special Education School ?Dr. Milan Petrovic? day care program. The results of the study showed a 95% success rate of the most commonly used applied behavior analysis. The success rate of the communication oriented interventions was 90%, while therapy based interventions showed an 85% success rate. The combined interventions showed a 100% success rate. Conclusion. Only integration of several methods, multidisciplinary cooperation and an individual approach to work with children with autism can lead to success in work and adaptation to dental interventions of persons with autism spectrum disorder.

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