Improving the content of professional activity of specialists of inclusive educational institutions: occupational therapy approach

У статті розглядається питання ефективності стратегій втручання для підготовки дітей з особливими освітніми потребами до інклюзивного навчання. Було визначено, що підхід до ерготерапії враховує систему факторів, які можуть принципово поліпшити методологічні основи та практичні орієнтири для діяльності фахівців в інклюзивному середовищі. Ця система факторів охоплює взаємопов’язані компоненти: 1) закономірності етапів послідовного розвитку дитини та створення покрокової програми втручання; 2) модифікація життєвого середовища дитини таким чином, щоб вона стала стимулюючою та розвиваючою; 3) партнерство ерготерапевта з іншими членами команди IEP, що передбачає спільне визначення його потреб, формулювання цілей SMART, її скоординоване досягнення, моніторинг та відповідне коригування цілей. У статті ми представляємо порівняльний аналіз сфер відповідальності та особливостей ерготерапевта та сенсорного терапевта як спеціаліста, який частково дублює функції ерготерапевта. Важливість розмежування між ними допомагає визначити відповідальну позицію практик від безвідповідальної та сформулювати рекомендації щодо успішної підтримки дітей з особливими потребами. Ми розробили модель для створення передумов для інклюзивної освіти для дітей з особливими потребами, спираючись на такі критерії для трудового терапевтичного підходу, такі як систематична, винахідлива, колегіальна, технологічна та обґрунтована ефективність. Розкрито наукові докази трудового терапевтичного підходу, а також технологічний аспект представленої моделі втручання у напрямку підготовки дитини з особливими освітніми потребами до навчального процесу.The article considers the effectiveness of intervention strategies to prepare children with special educational needs for inclusive education. It was determined that the approach to occupational therapy takes into account a system of factors that can fundamentally improve the methodological framework and practical guidelines for the activities of professionals in an inclusive environment. This system of factors covers the interrelated components: 1) patterns of stages of sequential development of the child and the creation of a step-by-step intervention program; 2) modification of the child's living environment so that it becomes stimulating and developing; 3) partnership of the occupational therapist with other members of the IEP team, which involves joint identification of its needs, formulation of SMART goals, its coordinated achievement, monitoring and appropriate adjustment of goals. In this article we present a comparative analysis of the areas of responsibility and characteristics of the occupational therapist and sensory therapist as a specialist who partially duplicates the functions of the occupational therapist. The importance of distinguishing between them helps to determine the responsible position of practitioners from irresponsible and to formulate recommendations for successful support of children with special needs. We have developed a model for creating the preconditions for inclusive education for children with special needs, based on such criteria for occupational therapy approach, such as systematic, inventive, collegial, technological and reasonable effectiveness. Scientific evidence of the occupational therapeutic approach is revealed, as well as the technological aspect of the presented model of intervention in the direction of preparing a child with special educational needs for the educational process.В статье рассматривается вопрос эффективности стратегий вмешательства для подготовки детей с особыми образовательными потребностями в инклюзивного обучения. Было определено, что подход к эрготерапии учитывает систему факторов, которые могут принципиально улучшить методологические основы и практические ориентиры для деятельности специалистов в инклюзивном среде. Эта система факторов охватывает взаимосвязанные компоненты: 1) закономерности этапов последовательного развития ребенка и создание пошаговой программы вмешательства 2) модификация жизненной среды ребенка таким образом, чтобы она стала стимулирующим и развивающей; 3) партнерство эрготерапевт с другими членами команды IEP, что предполагает совместное определение его потребностей, формулирование целей SMART, ее скоординированное достижения, мониторинг и соответствующая корректировка целей. В статье мы представляем сравнительный анализ сфер ответственности и особенностей эрготерапевт и сенсорного терапевта как специалиста, частично дублирует функции эрготерапевт. Важность разграничения между ними помогает определить ответственную позицию практик от безответственной и сформулировать рекомендации по успешной поддержки детей с особыми потребностями. Мы разработали модель для создания предпосылок для инклюзивного образования для детей с особыми потребностями, опираясь на такие критерии для трудового терапевтического подхода, такие как систематическая, изобретательная, коллегиальная, технологическая и обоснована эффективность. Раскрыто научные доказательства трудового терапевтического подхода, а также технологический аспект представленной модели вмешательства в направлении подготовки ребенка с особыми образовательными потребностями в учебный процесс

Impact of interaction paradigms on full-body interaction collocated experiences for promoting social initiation and collaboration

This article addresses the design and study of novel interaction settings and systems supporting collocated interaction. More specifically, we aim to analyze the implications of two different interaction approaches, namely first-person and third-person interaction paradigms, and the corresponding theoretical approaches when designing and developing collocated experiences for children with Autism Spectrum Disorders (ASDs). This analysis is supported by the outcomes of several examples of full-body interaction collocated experiences aimed at promoting social initiation and collaboration. Moreover, we present a series of goal-driven guidelines to consider when designing with various interaction paradigms. Finally, we discuss future work to better understand the implications of constructing paradigms for the intuitive use of these full-body interaction systems.Pico’s Adventure project was funded by the European Commission through the M4ALL project (Project no 531219-LLP-1-2012-1-IT-KA3-KA3MP). Lands of Fog was funded by Fundació La Caixa through the RecerCaixa 2013 grants; Fundación Bancaria Caixa d’Estalvis i Pensions de Barcelona

Influence of technology on social interaction and play in autistic children

The social and communication differences associated with autism can make engaging in social play difficult for autistic children. However, it has been suggested that digital technologies could motivate or inspire autistic children to communicate with other people and engage in collaborative play. This conflicts with the increasing concerns from parents and practitioners around the impact of technologies on social interaction in children and young people, which could be exacerbated in autistic children due to the aforementioned difficulties in social interaction. This thesis includes five studies which aim to explore whether and how technology can provide opportunities for autistic children to engage in social play with peers. Chapter 1 outlines the context and rationale for exploring the influence of technology on social play and interaction in autistic children. In neurotypical children, technology is likely to have small or negligible effects on social development. A number of studies have shown that features of technology, such as the interface and the software design, can encourage social interaction. Autism is associated with social differences and difficulties in social interaction, and a number of technologies have been designed to teach or mediate social interaction in autistic children, with relative success. A further number of studies have suggested that autistic children are more likely to engage in social play and interaction when using digital technologies. Chapter 2 provides a brief overview of key issues in autism research and justifies some of the research methodologies chosen in the remainder of the thesis. Chapter 3 explored how educational practitioners used technology in classrooms with autistic students. In an online survey, practitioners said that they more frequently used technology to teach social skills to autistic students, rather than to facilitate peer interactions. Respondents also said that technologies such as smart boards, tablets, and computers were used more widely than more recently developed technologies, such as tangibles and robotics. These results were followed up by focus groups, where practitioners highlighted that different features of interfaces made children more aware of social partners and could sometimes encourage or inhibit interactions depending on children’s social interaction style and technological preferences. According to practitioners, children who were interested in technology would be more likely to socially benefit from it, than others who were less interested in technology. Chapters 4 and 5 reported on a design-based research study, in collaboration with educational practitioners, to explore the influence of different technologies and classroom environments on children’s social interactions and play. The main finding was that children interacted differently both with technologies and with other people, and that different apps and technological interfaces produced unique patterns of social interactions. Children engaged in more social play with peers while using the iPad and Code-A-Pillar technologies, and more social play with adults while using Osmo. Novelty appeared to have the strongest environmental influence on social interactions in digital environments, even more than creating collaborative spaces and having practitioners directing children’s social play. Chapters 6 and 7 compared social play and joint engagement in pairs of children while they played with digital and non-digital toys and explored the effect of enforced collaboration. The results showed that children engaged in more social play and joint engagement when using digital toys. Enforcing collaboration led to more interactive play and joint engagement in both digital and non-digital conditions. This suggests that technology itself can strongly mediate social interaction in autistic children, perhaps more than the children’s own interests and social interaction styles. Together, the studies within this thesis highlight that there are many ways in which autistic children engage with other people while using digital technologies, and many opportunities to foster these interactions in classroom settings. In conclusion, as summarised in chapter 8, technologies do influence social interaction in autistic children, but so do children’s social interaction styles and preferences, the wider classroom environment including adult roles, and so do particular technological interfaces and software. In terms of how technology mediates interaction, it can provide a socially inclusive space where children can jointly engage with others on devices and activities which interest them, provide an engaging environment where others can scaffold interaction (i.e. practitioners), or the technology itself can mediate child-led interactions through children’s interests