Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities

2022 ◽  
pp. 539-552
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Technology Support ◽  
Educational Environments ◽  
Spectrum Disorders

This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

Integrated Support of Students With Autism Spectrum Disorders and Learning Disabilities

2021 ◽  
pp. 1-14
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Technology Support ◽  
Educational Environments ◽  
Spectrum Disorders

This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

Educational Leadership and Integrated Support for Students with Autism Spectrum Disorders

2016 ◽  
pp. 101-114
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Educational Leadership ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Systematic Research ◽  
Instructional Use ◽  
Spectrum Disorders

This chapter addresses the integrated approach to the support of children diagnosed with Autism Spectrum Disorders (ASD). In this context we, first, discuss the legislative background, providing legal basis for autism support in an educational environment. We further briefly outline psychological and neurological aspects of ASD diagnostics. We consider how legislative and psychological issues impact special education methods and instructional technology support for ASD. The technology tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology for technology facilitators and special education teachers working with ASD students. Considering that systematic research in the instructional use of affordable robotics is still lacking, the case study focuses primarily on the instructional use of popular LEGO robots. The holistic approach to ASD support, combining educational leadership, counseling, special education methods and technological factors, is emphasized throughout the chapter.

Educational Leadership and Integrated Support for Students with Autism Spectrum Disorders

2017 ◽  
pp. 1-13
Author(s):  
Yefim Kats
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Educational Leadership ◽  
Instructional Technology ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Autism Spectrum ◽  
Systematic Research ◽  
Instructional Use ◽  
Spectrum Disorders

This chapter addresses the integrated approach to the support of children diagnosed with Autism Spectrum Disorders (ASD). In this context we, first, discuss the legislative background, providing legal basis for autism support in an educational environment. We further briefly outline psychological and neurological aspects of ASD diagnostics. We consider how legislative and psychological issues impact special education methods and instructional technology support for ASD. The technology tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology for technology facilitators and special education teachers working with ASD students. Considering that systematic research in the instructional use of affordable robotics is still lacking, the case study focuses primarily on the instructional use of popular LEGO robots. The holistic approach to ASD support, combining educational leadership, counseling, special education methods and technological factors, is emphasized throughout the chapter.

scholarly journals Support, Inclusion, and Special Education Teachers’ Attitudes toward the Education of Students with Autism Spectrum Disorders

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Isabel R. Rodríguez ◽  
David Saldaña ◽  
F. Javier Moreno
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Perceived Needs ◽  
Attitudes Toward Teaching ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Teachers Attitudes ◽  
Education Of Students

This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers’ attitude, and another about teachers’ perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers’ expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers.

scholarly journals Curriculum and Special Education in/from the Countryside: what do researches say about the theme?

2020 ◽  
pp. 1-24
Author(s):  
Joao Henrique da Silva ◽  
Alessandra Peternella
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
School Curriculum ◽  
Autism Spectrum ◽  
Scientific Production ◽  
Main Theme ◽  
Data Source ◽  
Spectrum Disorders ◽  
Bibliometric Approach ◽  
Theses And Dissertations

This article has the following question as a problem: what do researches that tackle Special Education in/from the Countryside say about school curriculum for subjects with disability, autism spectrum disorders and high skills/giftedness? Thus, it aims to: analyze scientific production deriving from theses and dissertations produced in Brazil about the topic of Special Education in/from the Countryside, as well as if they tackle and how they tackle school curriculum for these subjects. The study was carried out by means of the adoption of bibliometric approach and content analysis, which took as a data source the Brazilian Digital Library of Theses and Dissertations (Biblioteca Digital Brasileira de Teses e Dissertações – BDTD), which is maintained by the Brazilian Institute of Information in Science and Technology (Instituto Brasileiro de Informação em Ciência e Tecnologia – IBICT). Results reveal 31 works on the theme of Special Education in/from the Countryside over the last 25 years. Out of these, only five works tackle school curriculum in/from the countryside for the target audience of Special Education, albeit not directly, but as a theme that emerges from the main theme tackled by their authors. Therefore, investigating about the development of school curriculum for the audience of Special Education in/from the countryside is a challenging task.

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