AUGMENTED REALITY IN THE INTERVENTION OF STUDENTS WITH AUTISM SPECTRUM DISORDER THROUGH SCIENTIFIC PRODUCTION

2019 ◽  
Author(s):  
Alba Gilabert ◽  
Elena Pérez ◽  
Alejandro Lorenzo ◽  
Asunción Lledó ◽  
Gonzalo Lorenzo Lledó
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Autism Spectrum ◽  
Scientific Production ◽  
Spectrum Disorder ◽  
Students With Autism

Augmented Reality Supporting Reading Skills of Students with Autism Spectrum Disorder

2019 ◽  
Vol 55 (2) ◽  
pp. 71-77 ◽  
Author(s):  
Sarah K. Howorth ◽  
Deborah Rooks-Ellis ◽  
Sara Flanagan ◽  
Min Wook Ok
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmented Reality ◽  
Reading Fluency ◽  
Video Modeling ◽  
Reading Skills ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism

Teachers’ use of video modeling has been established as an evidence-based practice for teaching students with autism spectrum disorder (ASD). Augmented reality (AR) applications can be used as tools to provide trigger-based, video-modeled instructional supports to students with ASD. The use of AR in this way may help teachers implement evidence-based reading skills practice such as video modeling and provide more independent practice opportunities. It also provides more options for student engagement and concept representation. This article describes ideas for how to use a particular AR application to (a) teach phonics and word identification, (b) support reading fluency, (c) embed videos into texts as cues for reading comprehension, (d) teach content area vocabulary words, and (e) use video models during transition planning.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

ROBOTS AND STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE EDUCATIONAL CONTEXT

2019 ◽  
Author(s):  
Elena Pérez Vázquez ◽  
◽  
Alba Gilabert Cerdá ◽  
Alejandro Lorenzo Lledó ◽  
Asunción Lledó Carreres ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Context ◽  
Students With Autism

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

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