TEACHING SOCIAL SKILLS TO STUDENTS WITH AUTISM TO INCREASE PEER INTERACTIONS IN AN INTEGRATED FIRST-GRADE CLASSROOM

Within this article, I think with (Jackson & Mazzei, 2012) posthumanist theories of affect and assemblage (Deleuze & Guattari, 1987) to argue that literacy learning within a first grade classroom (NYC) involved allure (Thrift, 2008), or more-than-human technologies of public intimacy that were affectively contagious and seemed to take on a life of their own. By doing so, I contribute a new dimension to literacy-gender debates by exploring how the im/material practices of allure emerge to produce entanglement, bliss, and even violence. While male students’ entangled reading practices disrupted popular assumptions of “failing boys,” thereby making new gendered and literate subjectivities possible, these practices, at times, further reinforced rigid heteronormativities. Ultimately, attending to literacy learning as alluring invites more ethically response-able (Barad, 2007) considerations that take seriously how the forces of gender, sexuality, and race work to animate/contain bodies, spaces, and things, as well as shape the un/making of students as “successfully literate.”

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Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

Preschool and Primary Education ◽

10.12681/ppej.16135 ◽

2018 ◽

Vol 6 (2) ◽

pp. 96

Author(s):

Maria Mpella ◽

Christina Evaggelinou

Keyword(s):

Systematic Review ◽

Social Skills ◽

Autism Spectrum ◽

Skills Development ◽

Social Skill Development ◽

Pedagogical Strategies ◽

Theatrical Play ◽

Students With Autism ◽

Spectrum Disorders

This systematic review cites a number of programs and critically analyzes methods and measures used to develop social skills in young students with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions such as understanding, explaining, predicting, and manipulating the behavior of themselves and the others. The aim of this review is to study the role of the theatrical play programs and its effect on social interactions and social skills on students with ASD. An online search through Proquest and First Search resulted in twelve studies of diverse methodologies. All these studies support the value of theatrical play as a means of social skill development. More specifically, the qualitative, as well as the quantitative data, indicate the benefits of these programs on ASD students’ social skills such as cooperation, communication, and social awareness. More longitudinal studies are needed to develop and test pedagogical strategies for social skills development of ASD students in light of theatrical play activities. In addition, studies should be geared towards the teacher’s ability to teach theatrical play and thus promote social interaction between students with and without ASD in integrated school environments. Synchronizing theory with art and cooperative play seems to be the key to answer such assumptions positively.

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Making Meaning Together: Buddy Reading in a First Grade Classroom

Early Childhood Education Journal ◽

10.1007/s10643-010-0418-9 ◽

2010 ◽

Vol 38 (4) ◽

pp. 289-297 ◽

Cited By ~ 13

Author(s):

Tori K. Flint

Keyword(s):

First Grade ◽

Making Meaning ◽

Buddy Reading ◽

Grade Classroom

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Collaboration in a First-Grade Classroom

Collaboration for Diverse Learners ◽

10.4324/9781315059358-10 ◽

2020 ◽

pp. 105-122

Author(s):

Jacqueline K. Peck

Keyword(s):

First Grade ◽

Grade Classroom

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Visual Literacy and Young Learners

Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2722-1.ch010 ◽

2020 ◽

pp. 190-208

Author(s):

Hilde Tørnby

Keyword(s):

Visual Literacy ◽

First Grade ◽

Learning And Development ◽

Visual Texts ◽

Written Text ◽

Distinct Sense ◽

Visual Text ◽

The Impact ◽

Grade Classroom

This chapter explores visual literacy from theoretical and practical perspectives. Ideas of what is meant by visual literacy and why this is important are presented through a selection of studies. The impact that visual literacy may have on students' learning and development is further elaborated. A case study from a Norwegian first-grade classroom is included to shed light on the ways in which visual work in the classroom can be implemented. In addition, exemplars of students' written verbal and visual texts are thoroughly examined. A tendency in the material is that the illustrations are detailed and elaborate, and carry a distinct sense of the written text. Hence, the visual text may be understood as the more important text and may be vital in a child's literacy development.

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