SOCIAL INCLUSION OF CHILDREN DIAGNOSED WITHAUTISM SPECTRUM DISORDER IN INDIA: A LITERATURE REVIEW

<p>Autism Spectrum Disorder is a neurodevelopmental disorder defined by insufficiency in social communication and social interaction skills and restricted and repetitive patterns of behavior. The aim of this research was to analyze empirical studies on inclusion of children with Autism in India over the past 20 years and then propose recommendations for future research. A systematic process was used to conduct the review which included identifying the data source, assessing the quality of our studies, and drawing analysis of our findings. The result included different stakeholder’s perspectives which were parents and teachers. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0986/a.php" alt="Hit counter" /></p>

PERAN SEKOLAH INKLUSI TERHADAP TUMBUH KEMBANG ANAK AUTISME

This study aims to determine the role of inclusive schools on the growth and development of children with autism. This research is a literature study by reviewing book references, journal articles and social media if necessary. From the data that has been collected, the next step is to analyze it so that conclusions can be easily drawn. The results show that Autism is a developmental disorder in children who are unable to communicate and express their feelings and desires. Usually this disorder is seen before the age of 3 years. People with Autism really need educational services that can accommodate, complete, the facilities and infrastructure they need, such as in inclusive schools. In inclusive schools, children with autism can learn independently and develop their ability to communicate and develop social interaction skills, namely communicating well with their peers. So that for people with autism, the role of inclusive schools is needed by handling, facilities and infrastructure in an effort to develop the development of autistic children.Keywords: Development, autism, early childhood

Studying the formation of social interaction skills among cadets of a military university

Актуальность статьи обусловлена изменением современной системы российского образования, как гражданских, так и военных вузов, в связи с чем, появляются не только новые возможности, но и некоторые затруднения, с которыми сталкиваются все участники образовательных отношений. К основным возможностям можно отнести решение проблем доступности образования, расширение возможности выбора формы обучения, разнообразие инструментов передачи учебного знания. Но, в тоже время, одними из существующих сложностей системы образования, на наш взгляд, являются проблемы социализации обучающихся и формирование у них навыков социального взаимодействия. Целью публикации стало изучение навыков социального взаимодействия у курсантов. В статье раскрывается значение понятия «социальное взаимодействие», анализируются навыки социального взаимодействия у курсантов 1 курса. Результаты исследования подтвердили необходимость обеспечения специальной работы и внедрение в практику специально разработанной программы по формированию навыков социального взаимодействия курсантов. The relevance of the article is due to the change in the modern system of Russian education, both civil and military universities, in which new opportunities and some difficulties arise that all participants in educational relations face. The main possibilities of modern education are solving the problems of education accessibility, expanding the choice of the form of education. The existing difficulties of the education system, in our opinion, are the problems of socialization of students and the formation of their skills of social interaction. The purpose of the publication was to study the skills of social interaction of cadets. The article reveals the meaning of the concept of "social interaction", analyzes the skills of social interaction of 1st year cadets. The results of the study confirmed the need for special work and the introduction into practice of a specially developed program for the formation of social interaction skills among cadets.

The effect of different sharing patterns through multiple electronic approaches on developing information awareness and social interaction skills among students of the University of Hail

The current research aims at identifying the effect of different patterns of sharing in the electronic learning environment on developing information awareness and social interaction skills among students of the University of Hail. The research sample consisted of 18 students from the Department of Computer Science at the Community College-University of Hail, who was chosen and distributed randomly on three groups, the researchers designed the participatory e-learning environment model, and in light of the activity theory. The research experiment lasted three weeks. The students of the three groups studied the proposed scientific content through the “Black Board” learning management system, then the students performed an activity participatory implementation of the activities and tasks of the scientific content through the use of a cooperative learning strategy, with a different style of participation, as the first group students participated in the synergistic sharing pattern through the Web 2.0 tool (Twitter), and the second experimental group students with the parallel sharing style through the Web 2.0 tool (Video Sharing), and the students of the third experimental group in the style of sequential sharing through the Web 2.0 tool (Wiki). The results showed the effectiveness of the three types of participation (synergistic-parallel-serial) in developing information awareness and social interaction skills in favor of post-performance. On the other hand, the two modes of participation (synergistic and sequential) were superior to that of (parallel) in the development of cognitive achievement of information awareness. More Attention should be considered in designing and producing digital courses based on participatory learning systems.

Virtual Voice Assistant Applications Improved Expressive Verbal Abilities and Social Interactions in Children with Autism Spectrum Disorder: A Single-Subject Experimental Study

Background: Children with autism spectrum disorder (ASD) tend to have communication and social interaction deficits. Their impaired communication is derived from difficulties in acquiring language. The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with ASD. Artificial intelligence has played a growing role in the habilitation of children with ASD. However, little research exists on the possible roles and effectiveness of virtual voice assistants in developing language and social skills in children with ASD. This study examined the effects of using a voice assistant in children with ASD on two outcomes: speech skills (expressive verbal vocabulary and production of short phrases) and social interaction skills (playing/sharing). Methods: An interventional single-case design study was used to explore this concept using three children with ASD between the ages of 4 and 11 years. The participants used an accessible virtual voice assistant, Apple’s Siri, for three months. Pre- and post-intervention questionnaires and semi-structured interviews with mothers were administered to measure the communication and social interaction skills of the participating children. Results: Participant One, Two and Three showed a notable improvement in the total number of correct words produced with fewer attempts during the VVA intervention compared with the baseline phase. Further, all participants showed increases in the social interactions in the intervention phase, compared with the baseline phase. Finally, all the mothers noted improvement in their children’s speech intelligibility and social interactions. Conclusions: Results showed that the virtual voice assistant had positive effects on the speech and social interaction skills of children with ASD. The findings of this study implied that children with ASD can use readily available voice assistant software to improve their speech and social interaction skills. Furthermore, this study’s findings could be used to develop strategies to increase the availability of artificial intelligence infrastructure in schools and homes to help children with ASD.

The Role of Social Intelligence in Overcoming Shyness among the Gifted

This study attempts to identify the manifestations of extreme shyness among students, shed light on the effect of counselling interventions in reducing the level of non-positive shyness, and highlight behavioural indicators that may lead to improved social interaction. The study researchers utilised a systematic approach to study a female gifted student with a high level of shyness that prevents her from engaging in normal social interaction. The study participant is a gifted student designated gifted as indicated by the Mawhiba scale in 2019-2020, and she was deliberately chosen for the purpose of this four-week case study. Multiple resources and a special tool for data collection were used to analyse the output and ultimately suggest a package of consultancy solutions for this study. The study reveals that the thorough and extensive consultancy program makes a remarkable impact on the characteristics of the study participant and to the same degree on the family and school. In addition, a number of specific strategies were identified as successful means in attaining reduced self-consciousness while increasing confidence and social interaction skills. From a quantitative perspective, the study utilises Sternberg’s emotional intelligence index and a shyness scale, which led the researchers to better understand the study participant's emotional intelligence and lower her level of shyness and inhibition.

Use of Virtual Worlds for Development of Social Interaction Skills of Children With Special Needs

At a growing rate, educators are realizing academic potential of virtual world and starting to use them to support the development of social skills and learning of children with special needs (CSN). A virtual world could be integrated into different learning contexts to provide a safe, friendly, and supportive multiuser learning environment for CSN. The objective of this chapter is to explore how educators can leverage shared interests of CSN in virtual world to facilitate their social interaction and how educator and technology support can be used to guide this learning process of CSN.