"Will I always be not social?": Re-Conceptualizing Sociality in the Context of a Minecraft Community for Autism

Traditional face-to-face social interactions can be challenging for individuals with autism, leading some to perceive and categorize them as less social than their typically-developing peers. Individuals with autism may even see themselves as less social relative to their peers. Online communities can provide an alternative venue for social expression, enabling different types of communication beyond face-to-face, oral interaction. Using ethnographic methods, we studied the communication ecology that has emerged around a Minecraft server for children with autism and their allies. Our analysis shows how members of this community search for, practice, and define sociality through a variety of communication channels. These findings suggest an expansion in how sociality has traditionally been conceptualized for individuals with autism

Transition to College for Students with Autism Spectrum Disorder: Needs and Facilitation Strategies. Is Virtual Reality a Useful Tool in the Transition Process?

The number of Autism Spectrum Disorder (ASD) postsecondary students going to University is increasing. Nonetheless, these students face more difficulties than their neuro-typical peers, due to their communication and behaviour impairments. This fact is widely recognized worldwide, and there is an increasing concern in providing them with adequate support both in their transition and beyond. The purpose of this paper is twofold. Firstly, to provide an overall summary of the general requirements of ASD students in the postsecondary education transition with strategies for facilitation, and, secondly, to analyse the possibilities of Virtual Reality (VR) as a support instrument in the transition process. We rely on a brief review of the literature to summarize the main needs and current strategies. In spite of the increasing concern, there is room for establishing general protocols to help the transition process. The use VR in fulfilling this task appears limited, but it seems to be promising

Promoting Skills in Children and Teens with Autism Spectrum Disorder through Play and Steam

Individuals with autism spectrum disorder (ASD) have a low employment rate. This is caused by a lack of support from employment resources and the negative stigma associated with common characteristics associated with ASD. With limited career-building activities and events, it is difficult for individuals with ASD to identify their skills, strengths, and career opportunities. Parental support is crucial when seeking employment opportunities for their children. Through the use of play, children with ASD engaged and explored their skills with science, technology, engineering, arts, and math-centered activities. This paper highlights the events and shows the proposed redesign for an additional workshop

Cognality VR: Exploring a Mobile VR App with Multiple Stakeholders to Reduce Meltdowns in Autistic Children

Many autistic children can have difficulty communicating, understanding others, and interacting with new and unfamiliar environments. At times they may suffer from a meltdown. The major contributing factor to meltdowns is sensory overwhelm. Technological solutions have shown promise in improving the quality of life for autistic children-however little exists to manage meltdowns. In this work with stakeholders, we design and deploy a low cost, mobile VR application to provide relief during sensory discomfort. Through the analysis of surveys from 88 stakeholders from a variety of groups (i.e., autistic adults, children with autism, parents of autistic individuals, and medical practitioners), we identified three key features regarding ways to manage meltdowns: escape, distract, and wait it out. These insights were implementation in a system, then was then remotely deployed with 6 families. Findings and future steps are discussed

Center on Disability Studies eNewsletter, September 2023

Welcome to the September 2023 CDS Quarterly eNewsletter. Special highlights in this issue include: Maui Response Director’s Message Featured Artist Alexandra McClurg, MACL Educators Scholarship, Spark Aloha! H-PEP Inclusive First Aid/CPR/AED Upcoming Classes Nā Hōkū Newsletter Release, Project Hoʻokuʻi V Mia Ives-Rublee and Justice Shorter #PacRim 2024 Keynotes Hōkūlani Insider Newsletter Release, Project Hōkūlani Swim Safe: ASD Program Upcoming Classes Scholarships Opportunities, #PacRim2024 Sponsor and Exhibitor Invitations, #PacRim2024 Hawaiʻi Inclusive Early Childhood Professional Prep Project Soccer Classes, Wellness Matters Program Webinar with Dr. Jun Yaeda, University of Tsukuba, Japan September Events, Access to Independence Featured Film Release on KHON, The Power of Hoʻokuʻ

Severe Special need Student Inclusion in the Classroom

This school improvement plan focuses on enhancing student inclusion within the general education environment. With inclusion being a pivotal topic in educational settings, this study aims to explore and elucidate its significance. The project encompasses a comprehensive investigation of the issue, examining aspects such as leadership support, differentiated instruction, and the practical implementation of inclusion in the general education setting. Emphasizing the vital role of inclusion in fostering student success, particularly within the inclusive environment, this research advocates for the integration of students with diverse abilities in the general education setting to sustain their social and academic growth. The findings underscore the profound impact of inclusion, revealing that students with varying abilities benefit greatly when afforded the opportunity to learn alongside their peers in an inclusive, accommodating environment, enabling the development of essential life skills

A Domain-Specific Modeling approach for a simulation-driven validation of gamified learning environments Case study about teaching the mimicry of emotions to children with autism

Game elements are rarely explicit when designing serious games or gamified learning activities. We think that the overall design, including instructional design aspects and gamification elements, should be validate by involved experts in the earlier stage of the general design & develop process. We tackle this challenge by proposing a Domain-specific Modeling orientation to our proposals: a metamodeling formalism to capture the gamified instructional design model, and a specific validation process involving domain experts. The validation includes a static verification , by using this formalism to model concrete learning sessions based on concrete informations from real situations described by experts, and a dynamic verification, by developing a simplified simulator for 'execut-ing' the learning sessions scenarios with experts. This propositions are part of the EmoTED research project about a learning application, the mimicry of emotions, for children with ASD. It aims at reinforce face-to-face teaching sessions with therapists by training sessions at home with the supervision of the children's parents. This case-study will ground our proposals and their experimentations

A Reflection on Virtual Reality Design for Psychological, Cognitive & Behavioral Interventions: Design Needs, Opportunities & Challenges

Despite the substantial research interest in using Virtual Reality (VR) in healthcare in general and in Psychological, Cognitive, and Behavioral (PC&B) interventions in specific, as well as emerging research supporting the efficacy of VR in healthcare, the design process of translating therapies into VR to meet the needs of critical stakeholders such as users and clinicians is rarely addressed. In this paper, we aim to shed light onto the design needs, opportunities and challenges in designing efficient and effective PC&B-VR interventions. Through analyzing the co-design processes of four user-centered PC&B-VR interventions, we examined how therapies were adapted into VR to meet stakeholders’ requirements, explored design elements for meaningful experiences, and investigated how the understanding of healthcare contexts contribute to the VR intervention design. This paper presents the HCI research community with design opportunities and challenges as well as future directions for PC&B-VR intervention design

Sensory Gardens: Supporting Families and Therapists through Education

Background: Exposure to and engagement with nature is an essential element of healthy physical, emotional, and social development for all children. Sensory gardens combine many of the supportive pieces of outdoor play to increase participation for children of all abilities. Additional resources and education are needed to support children’s engagement with nature. Purpose: This portfolio outlines the development, implementation, and evaluation of educational materials for caregivers and nature- based therapists related to sensory gardens. Approach: Educational materials were developed and distributed via an interactive online learning platform, Thinkific, and evaluated through surveys completed by participants. Outcomes: At the time of the survey closure date, 45 individuals had enrolled in the course and nine completed the course and survey (three parents and six practitioners). While parents reported positive experiences with the course, online learning was not identified as a preferred delivery format for educational materials. Enrollment, participation, and completion of the course continued following survey closure date. Recommendations: Tailoring educational materials to meet the unique needs of the caregivers, providing a variety of materials, and allowing time to complete materials will increase any future engagement with educational programs. Additionally, it is essential to prioritize education for practitioners as this will ensure knowledge gets distributed to the intended audience without overwhelming parents who may already be at their maximal capacity and have limited time to spend completing educational materials

Student-Centered Professional Learning: Opportunities for Action

Neurodivergent (ND) and Emotionally and Behaviorally Disabled (EBD) learners struggle mightily to succeed in traditional school environments. These students are prime examples of the immediate systemic need to continue improving schools to make them more student-centered, i.e., equitable, culturally responsive, inclusive, and differentiated. The researcher is an educator with the Department of Defense Education Activity. The project places the challenges of ND/EBD learners squarely within DODEA’s “Focus Area 1: Strategic Initiative 1.1: Equitable Learning Experiences for All Students” (DODEA 2022b, p. 6). Developing adult capacities to meet the needs of ND/EBD learners will inform more student-centered learning for all. To prompt individuals and the larger educational system to become more student-centered, the researcher posits that DODEA must provide affordable, accessible, and transformative professional learning (PL) to administrators, educators, and staff. The PL should focus on culturally relevant education (CRE), social-emotional learning (SEL), and neurodiversity. Addressing big-picture values and yearly focus initiatives in a multi-level way (DODEA-wide and down to individual educators) will result in more authentic student-centered learning, increase teacher efficacy, and benefit all community members. Opportunities for increasing engagement with and access to professional learning and suggested resources are shared. Two local examples of PL plans are broken down in the implementation section. Keywords: Neurodiversity, neurodivergence, emotionally and behaviorally disabled, DODEA, diversity, equity, inclusion, differentiation, professional learning, social-emotional learning, student-centered learnin