A Web-based Application to Address Individual Interests of Children with Autism Spectrum Disorders

AbstractAutism spectrum disorders (ASDs) are a triad of disturbances affecting the areas of communication, social inter- action and behavior. In educational contexts, these limitations can be deeply disabling unless appropriate intervention methodologies are promoted. Children with ASDs usually have very strict interests, which may cause a lack of interest in standard ICT tools overtime. Our paper presents a new way to overcome these issues, by enabling children to have the opportunity to enjoy a rich multimedia platform. This approach allows tutors and peers to prepare a unique setup for the child's needs, giving the possibility to fully customize the layout and contents. Special attention was given to the promotion of communicative and social competences of children with ASDs, enabling them to interact with one another through messages, share opinions, and experiences. Preliminary results show that children feel motivated using the tool, and number of interactions between peers increase. In this paper we will describe the platform and how it can be customized, and finally, introduce the evaluation methodology to be used

New Updates in E-Learning

This book presents state-of-the-art educational technologies and teaching methodologies and discusses future educational philosophies in support of the global academic society. New Updates in E-Learning is a collection of chapters addressing important issues related to effective utilization of the Internet and Cloud Computing, virtual robotics, and real-life application of hybrid educational environments to enhance student learning regardless of geographical location or other constraints. Over ten chapters, the book discusses the current and future evolution of educational technologies and methodologies and the best academic practices in support of providing high-quality education at all academic levels

Integrated adaptive skills program model (IASP)

Integrated Adaptive Skills Program Model (IASP) is designed to offer supportive services to disabled students seeking to integrate into a local after-school program. IASP Model focuses on teaching adaptive skills to disabled students that would prepare them to be fully included into an after-school program with their same age peers. The program offers support, training, and consultation to the students and staff involved in the program. A variety of research-methods and assessment screening tools are used to determine eligibility and program implementation. The IASP Model was piloted during the 2011-2012 school year, in California, United States, but due to limited local and state funds the program could not continue. Students with disabilities deserve to be involved in the community and should not be excluded based on funds. Teaching and educating others on how to integrate students with disabilities into programs will minimize and/or eliminate exclusion of participating in recreation programs within residing communities.https://scholar.dominican.edu/books/1179/thumbnail.jp

Evidence-based practice to develop social communication competency: listening to the voices of teachers of autistic children

In education research, there is a firm belief that reflecting on inclusive pedagogy is imperative for teachers, as effective inclusion means considering the child’s needs on all levels and adopting appropriate practices to meet these needs in schools (Lerner and Johns 2015). The appropriate practices, recommended for teachers of autistic children should have a research base, with evidence of their effectiveness to show what works to support learning. Such practices are termed evidence-based practices (EBPs). The 2016 Review of Autism Spectrum D[ifference] (ASD) Provision, commissioned by the National Council for Special Education (NCSE), has identified that in Ireland there are ‘significant gaps in our knowledge of interventions for supporting children and young people with ASD, at different ages and in different educational settings’ (Bond et al. 2016, p.139). Despite global efforts, an upsurge in the availability of literature on ASD and the existence of high-quality experimental research, recommendations from empirical studies are not always transmitting into effective practice (Joyce and Cartwright 2020). The researcher sought to document the EBPs, that teachers report as most effective in early years’ classrooms, to facilitate social communication competency (SCC), which is acknowledged, nationally and internationally, as significant for autistic children. The research study utilised a detailed systematic literature review to provide an authentic evidence-based foundation that informed data collection, for teachers to use to reflect on their practice. The research adopted a cross-sectional survey as the data collection instrument, which was completed by a purposeful sample of teachers nationally across Ireland. A mixed methods approach to data analysis was embraced, whereby quantitative and qualitative analyses were combined to yield rich data (Creswell and Guetterman 2021). The study adopted Vygotsky’s socio-cultural theory as its theoretical framework for analysis. It unveiled the perspectives of teachers in relation to EBPs, which they employ to teach SCC to autistic children in early years’ classrooms. Emerging from the voices of the teachers, seen as key stakeholders in the provision of education for autistic children, several recommendations are suggested for policy and practice, nationally and internationally.N

Psychology, Learning, Technology

This open access book constitutes the refereed proceedings of 1st International Workshop on Psychology, Learning, Technology, PLT 2022, Foggia, Italy, during January 2022. The 8 full papers presented here were carefully reviewed and selected from 23 submissions. In addition, one invited paper is also included. Psychology, Learning, ad Technology Conference (PLT2022) aims to explore learning paths that incorporate digital technologies in innovative and transformative ways and the improvement of the psychological and relational life. The conference includes topics about the methodology of application of the ICT tools in psychology and education: from blended learning to the application of artificial intelligence in education; from the teaching, learning, and assessment strategies and practices to the new frontiers on Human-Computer Interaction