scholarly journals Self-observation as a pedagogical method in the education of people with Autism Spectrum Disorders (ASD)

2020 ◽  
Vol 10 ◽  
pp. 98-106
Author(s):  
Athina Avramidi ◽  
Drossinou-Korea Maria
Keyword(s):  
Autism Spectrum Disorders ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Pedagogical Tool ◽  
French Film ◽  
Main Work ◽  
Integration Program ◽  
Interactive Relationship ◽  
Spectrum Disorders

In the present paper, the method of self-observation is examined as the basis for the pedagogy of special educational interventions in people with Autism Spectrum Disorders (ASD) (American Psychiatric Association, 2013). This is part of the informal pedagogical assessment that parents attempt as co-educators but also philologists as intervening educators in order to understand children with autism. The main work case explores the dynamics of pedagogical self-observation in a specific case study from Truffaut's French film, "The Wild Child" (Itard, 1990). The methodology of observing the special educational needs with emphasis on ADS is applied according to the pedagogical tool, the Targeted Individual Structured Integration Program of Special Education and Training (TISIPSET) (Drossinou-Korea, 2017). The results present data from the interactive relationship during homeschooling between the educator and physician Itard, who has adopted and educates Victor "The Wild Child." The observations and self-observations recorded confirm the difficulties of understanding childhood autism.

To Develop the Sense of Activity Through Play in Children With Autism Spectrum Disorders

2020 ◽  
pp. 174-195
Author(s):  
Víctor del Toro Alonso ◽  
Mónica Jiménez-Astudillo ◽  
Pilar Gutiez-Cuevas
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Special Educational Needs ◽  
Depth Interview ◽  
The Social ◽  
Ideal Tool ◽  
Spectrum Disorders ◽  
Social Communicative

Play is an ideal tool for enhancing the development of children with autism spectrum disorders (ASD). It is important to know their possibilities and to develop play activities that permit the special educational needs of these children to be addressed in an adequate way. Therefore, a case study is presented with two children and a two-year follow-up period during which the authors observe which aspects the development has evolved and if it is possible to increase the sense of the activity in these children using play as an educational response. The results are accompanied by an in-depth interview with the teachers of the students over the two-year period. An improvement in areas of development is evidenced in the social, communicative, symbolic, and anticipation and flexibilization dimensions during the two years immersed in a play methodology, supported by the structuring of routines and task spaces. Also, an evolution of the sense of the activity and the development of functional play is observed.

scholarly journals Socratic Seminars for Students with Autism Spectrum Disorders

2018 ◽  
Vol 6 ◽  
Author(s):  
Ali Nouri ◽  
Ann Pihlgren
Keyword(s):  
Autism Spectrum Disorders ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Socratic Dialogue ◽  
Dialogic Learning ◽  
Self Evaluation ◽  
Social Nature ◽  
The Social ◽  
Spectrum Disorders ◽  
Education Of Students

This paper explores the possibilities of the pedagogical use of Socratic dialogue as a basis for educating students diagnosed with autism. The Socratic dialogue is a particular pedagogical method used in educational settings to enhance student’s thinking and dialogic abilities. Research has proven that Socratic dialogue may result in improved language, interactive, and critical thinking abilities, as well as have effect on students’ self-evaluation. The social nature of dialogic learning may scaffold children with specific abilities to effectively interact with others and perceive those others’ emotions. Presently, education of students diagnosed with an Autism Spectrum Disorders (ASDs) use a variety of educational interventions, mostly inspired by behaviorist theory. These include little or no systematic use of dialogue as a pedagogical means of scaffolding students' abilities. However, several of these behaviorist methods have been tried out for a long period, educating students with ASDs, and have also proved to be successful to certain extents. In this article, we explore why and how Socratic dialogue can be used as an effective strategy for educating individuals diagnosed with autism. Hence, the investigation ends by introducing a dialogue-based teaching design that is compatible for children diagnosed with ASDs, to be explored and evaluate.

scholarly journals Exploring the use of a humanoid robot to engage children with Autism Spectrum Disorder (ASD)

2017 ◽  
Author(s):  
Lorenzo Desideri
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Humanoid Robot ◽  
Children With Autism ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Goal Achievement ◽  
Children With Asd ◽  
Spectrum Disorders

We present a study aimed at exploring whether a humanoid robot may improve the effectiveness of educational interventions targeting children with autism spectrum disorders (ASD). Preliminary results with three preschool children with ASD indicate that interacting with a humanoid robot facilitate engagement and goal achievement in educational activities.

scholarly journals Odgajatelj u radu s djetetom s poremećajima autističnog spektra - prikaz slučaja iz perspektive studenta

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Vedrana Trnka ◽  
Sanja Skočić Mihić
Keyword(s):  
Autism Spectrum Disorders ◽  
Best Practice ◽  
Children With Disabilities ◽  
Preschool Education ◽  
Children With Autism ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Basic Knowledge ◽  
Number Of Children ◽  
Spectrum Disorders

Recently, the number of children with autism spectrum disorders in mainstream settings has increased significantly. Students gain competence to work with children with disabilities throughout a course during the undergraduate education and professional development. This paper provides an overview of the educators working with children with autism spectrum disorders who are included in a separate group of regular kindergarten from the student’s perspective. The work includes basic information about the child, educational interventions and the teacher’s intervention during daily activities. There aren’t many case study and examples best practice of working with children with disabilities in regular institutions of early and preschool education in Croatian literature, especially from the student’s perspective. This work demonstrates the student’s direct activity in the inclusive practice and therefore allows the acquisition of basic knowledge about the characteristics of children with autism spectrum disorders and the educational interventions to encourage their development.

scholarly journals Special educational needs of students with autism spectrum disorders

2016 ◽  
Vol 14 (2) ◽  
pp. 3-12 ◽  
Author(s):  
A.V. Khaustov
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Educational Needs ◽  
Autism Spectrum ◽  
Educational Process ◽  
Learning Material ◽  
Special Educational Needs ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Educational Conditions

Education of children with autism spectrum disorders is possible only if their special educational needs are taken into account. Special educational needs of children form the demand for special educational conditions. On the basis of the existing primary list of special educational needs in the approximate adapted basic general education program for students with autism spectrum disorders and with consideration of contemporary sci¬entific data about particularities of their development the structured list of 4 groups of basic educational needs was made. The first group of educational needs is the special organization of the educational process, the sec¬ond — with the adaptation of the content of the educational program, the third — with adaptation of presenta¬tion of learning material, the fourth — with overcoming hardships in development, social skills and adaptation.

scholarly journals WAYS OF INDIVIDUALIZATION OF EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS: THE EXPERIENCE OF SPECIAL PEDAGOGUES'

2021 ◽  
Vol 3 ◽  
pp. 37-50
Author(s):  
Irena Kaffemaniene ◽  
Zivile Kulese
Keyword(s):  
Autism Spectrum Disorders ◽  
General Education ◽  
Special Needs ◽  
Cognitive Skills ◽  
Autism Spectrum ◽  
Educational Process ◽  
Educational Goals ◽  
Special Educational Needs ◽  
Spectrum Disorders ◽  
Education Of Students

Researchers shows that both in Lithuania and in other countries the education of students with autism spectrum disorders (ASD) still poses significant challenges, especially for teachers in general education schools. Thus, not only students with ASD but also their teachers need the support of special needs teachers in the educational process. However, there is a lack of research in Lithuania on the strategies used by special needs teachers to educate students with special educational needs (SEN). The research aim - to examine special pedagogues’ experience in individualizing the education of students with ASD. A theoretical analysis of the educational strategies and ways of individualized education of students with ASD has been performed. Empirical research was carried out by the method of survey of special pedagogues who have experience in educating these children. Quantitative data analysis was performed using the methods of descriptive statistics. According to the special pedagogues, the factors of individualization of education of students with ASD are the peculiarities of their learning, communication and cognitive skills of those children. The analysis of the educational goals indicated by respondents revealed their orientation towards the individualization of education, support for students participation in the educational process, etc. 

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