scholarly journals Developing a technology enabled workflow to aid space layout communication for students with Autism Spectrum Disorder - A project case study

2021 ◽  
Author(s):  
David Comiskey ◽  
Josephine McGoldrick ◽  
Shauna Donnelly
Keyword(s):  
Autism Spectrum Disorder ◽  
Teaching And Learning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Learning Approaches ◽  
Learning Spaces ◽  
Layout Planning ◽  
Students With Autism ◽  
Space Layout

Within the higher education sector there has been a shift towards flexible teaching and learning spaces that can be re-imagined and re-organised depending on the teaching approach to be employed. While this has undoubted benefits in terms of student engagement, innovative delivery, and exciting learning approaches, it potentially presents a challenge for a student group, those with a diagnosis of Autism Spectrum Disorder (ASD), that has not been fully considered to this point. This study draws upon advances in the Architectural Technology discipline to develop a methodology which can assist in designing and communicating proposed teaching environments, with a particular focus on the potential to benefit students with ASD. The methodology is presented in the form of a case study. The aim is to assist designers and end users in analysing and defining the necessary links to evaluate solutions for the layout planning of spaces, determining functionality and whether proposals are feasible. The output obtained from this workflow elevates its potential in aiding space layout planning, helping those who need assistance in understanding newly formed layouts.  

scholarly journals A imagem mental processada por estudantes com autismo no ensino e na aprendizagem de matemática: uma investigação sobre as pesquisas realizadas na PUC-SP

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
ELTON DE ANDRADE VIANA ◽  
ANA LÚCIA MANRIQUE
Keyword(s):  
Autism Spectrum Disorder ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Document Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Academic Production ◽  
Students With Autism ◽  
Mathematics Teaching And Learning

ResumoO trabalho é uma socialização de resultados parciais de uma pesquisa de Doutorado na área da Educação Matemática em desenvolvimento. Com o objetivo de identificar institucionalmente a atual produção acadêmica de caráter Stricto Sensu envolvendo estudantes com autismo e que contribui para uma primeira reflexão sobre o ensino e a aprendizagem da matemática em situações que envolvam estudantes com autismo, realizamos uma pesquisa por meio de uma análise documental de dissertações e teses que de alguma forma contribuem para uma reflexão sobre o processamento da imagem mental realizado por estudantes com autismo nas diferentes situações de ensino e de aprendizagem da matemática. Os resultados apontam que existem, mesmo que timidamente, contribuições importantes para a reflexão, no entanto, é necessária uma mobilização maior em estudos envolvendo estudantes com autismo. Palavras-Chave: Educação Especial; Imagem Mental; TEA.AbstractThe present study is a socialization of partial results of a doctor’s degree in mathematics education under development. The objective is institutionally identifying the current academic production involving students with autism spectrum disorder and contributing to a first reflection on the teaching and learning of mathematics in situations involving students with autism. We conducted a research through a document analysis of dissertations and theses that somehow contribute to a reflection on the processing of the imagery realized by students with autism spectrum disorder in the different situations of mathematics teaching and learning. The current research thus identifies that there are, even if timidly, important contributions to reflection, however, a greater mobilization is required in studies involving students with autism.Keywords: Special Education; Imagery; ASD.   

scholarly journals Including Children with Autism Spectrum Disorder in Regular Schools: A Mother’s Perspective

2020 ◽  
pp. 137-142
Author(s):  
Low Hui Min ◽  
Lee Lay Wah
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Structured Interview ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ministry Of Education ◽  
Learning Aids ◽  
Children With Asd ◽  
Students With Autism

Since the implementation of 'Educational Blueprint 2013-2025' and 'Zero Reject Policy' in Malaysia, there are increasingly efforts from the Malaysian Ministry of Education to include students with Autism Spectrum Disorder(ASD) into regular mainstream education. A case study investigation was conducted with a mother with two children with different severity levels of ASD. In a semi-structured interview, the mother described her experiences and aspirations of education arrangements for both her children. Through the eyes of a mother, we find a strong belief that children with ASD could learn like others when given adequate opportunities and learning aids. This unique case study offers an archetypical representation of issues and challenges faced by parents of children with ASD in Malaysia, in advocating for inclusive education for their children.

School Counselors’ Roles in Creating and Implementing Social Stories to Serve Students with Autism Spectrum Disorder

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Emily Goodman-Scott ◽  
Robert Carlisle
Keyword(s):  
Autism Spectrum Disorder ◽  
School Counselors ◽  
School Counselor ◽  
Social Stories ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Challenges ◽  
The Social ◽  
Students With Autism

The percentage of students educationally identified with autism spectrum disorder (ASD) is on the rise and school counselors are called to serve this population. Social stories are recommended in the educational literature to address the social and behavioral challenges of students with ASD, but a need exists to examine social stories within the context of school counseling. In this article, the authors provide a case study of a school counselor-facilitated social story using an action research framework in order to illustrate the creation, implementation, and impact of social stories.

scholarly journals Pedagogical performance in the preschool teaching of students with Autism Spectrum Disorder

Revista CEFAC ◽  
2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Eduardo Pimentel da Rocha ◽  
Amanda Tragueta Ferreira-Vasques ◽  
Dionísia Aparecida Cusin Lamônica
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Teaching And Learning ◽  
Motor Coordination ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Assistance ◽  
Behavior Learning ◽  
Students With Autism ◽  
Effective Teaching And Learning

ABSTRACT Purpose: to describe the panorama of the pedagogical context in the preschool teaching of students with Autism Spectrum Disorder (ASD), in a municipality in the state of São Paulo, Brazil. Methods: 32 teachers, including early childhood education (ECE), special education (SE), and specialized educational assistance (SEA), participated answering a questionnaire about their performance with autistic students. A descriptive qualitative analysis of the data was performed. Results: the average age of the teachers was 40.6 years old, with an undergraduate degree in Teaching, Pedagogy, Special Education, and/or Visual Arts, of which 84.4% were postgraduate. 87.4% knew ASD characteristics; 80%, SEA, 66.7%, SE, 57.1% of ECE teachers had receive the medical report. 78.1% reported difficulties in socialization, communication, behavior, learning; 15.6%, aggressive behavior / irritation; 12.5%, difficulties in attention / concentration; 6.2%, motor coordination difficulties in their autistic students. 62.5% considered that their autistic students had the potential to follow mainstream education; 68.8% received guidance from team professionals; 78.1% participated in courses/lectures on the theme; 28.1% considered they were able to teach autistic children; 78.1% stated that adjustments in the teaching structure were necessary. Conclusion: the scenario of the pedagogical context in the preschool teaching of students with ASD, in the studied municipality, needs reflections. Information on ASD characteristics, training courses, knowledge on individual follow-ups, so that teachers are prepared to promote effective teaching and learning, are needed.

scholarly journals STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE EDUCATIONAL CENTERS: A CASE STUDY FROM THE FAMILY PERSPECTIVE

2017 ◽  
Vol 1 (1) ◽  
pp. 69-84
Author(s):  
Javier Cortes Moreno ◽  
◽  
Eva María Sotomayor Morales ◽  
Enrique Pastor Selles ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Family Perspective ◽  
The Family ◽  
Students With Autism

A Robotic Therapy Case Study

2017 ◽  
Vol 46 (1) ◽  
pp. 137-148 ◽  
Author(s):  
Nancy Charron ◽  
Lundy Lewis ◽  
Michael Craig
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Humanoid Robot ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Robotic Therapy ◽  
School Year ◽  
Students With Autism ◽  
Viable Method

The purpose of this article is to describe a possible methodology for developing joint attention skills in students with autism spectrum disorder. Co-robot therapy with the humanoid robot NAO was used to foster a student’s joint attention skill development; 20-min sessions conducted once weekly during the school year were video recorded and analyzed for joint attention. Robot therapy may be a viable method to improve communication skills in individuals identified with autism spectrum disorder. This particular student was clearly motivated by working with a humanoid robot.

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