Communication of Children with Autism in a Technology-Enhanced Learning Environment

AbstractThis paper presents the results of a study on the communication of four children with autis m in a learning environment with multiple technologies. The main focus of the study was on the amount and forms of the children's expressions produced by voice while working at three technology-based workstations: building with bricks, symbol matching, and storytelling. The results indicate that the number of the children's vocal expressions was high, they used multiple ways in communicating despite challenges in language development, and each child had a different kind of communication profile. The results of the study are considered in respect to the variety of the communication and interaction of children with autism, and the aspects to be taken into account in a technology-enhanced learning environment to support the communication of children with autism

FEEDBACK METHODS IN VOCATIONAL EDUCATION AND TRAINING FOR SUPPORTING STUDENTS WITH LEARNING DISABILITIES AND/ DIFFICULTIES IN LEARNING: A LITERATURE REVIEW

Purpose: Feedback is considered to motivate students and enhance their learning. In Vocational Education and Training (VET) and workplace settings, feedback methods have been implemented to ensure a better connection between teaching and learning. However, to date, not much seems to be known about feedback methods used on students with learning disabilities/difficulties in VET. This literature review study examines the current feedback methods and outcomes among students with disabilities and/or difficulties in learning in vocational education, training, and workplace settings. Methods: For this purpose, ERIC, PubMed, Scopus, ProQuest, Google Scholar, and Web of Sciences were used to identify relevant literature between 2015 and 2022. The review was conducted following the PRISMA-P guidelines. Amongst the studies identified, four studies met the inclusion criteria to be included in the study. The feedback methods identified in the studies include videotaped feedback dialogues between students and teachers, video modelling with video feedback interventions, peer feedback through collaborative writing activities, and a combined peer-teacher feedback method. Findings: The results showed that students received feedback from peers, teachers, and instructors in vocational education and training schools and workplace settings. The feedback, such as communication, reflection, and practical learning capabilities, assisted these students with their working lives. It significantly impacted their learning capacity, enhanced their persistence, increased their perceived abilities, enabled them to understand their learning development better, and improved their performance as they acquired new skills by doing tasks. Conclusion: Generally, the feedback methods were perceived as supportive, constructive, and motivating, prompting reflection and inspiring performance. Notwithstanding, more research on feedback methods and their outcomes on students with learning disabilities/difficulties in vocational education and workplace settings is needed. This must be in conjunction with research on how these same students experience/perceive the feedback methods used on them. This will enable new measures to facilitate the effective transition from school to employment for this category of VET students.   Article visualizations

Children’s negative experiences as a part of quality evaluation in early childhood education and care

Quality factors are the subject of increasing interest in the research and practice of early childhood education and care (ECEC). The purpose of the article is to emphasize the importance of the children's voice in relation to the quality of ECEC. This article focuses on children's negative experiences of ECEC as they can be used to improve services and increase children's wellbeing. The data was collected by means of a questionnaire from 2500 children aged 2-6 years (girls 50.4%) in Finland. The data was analysed using qualitative and quantitative content analysis. According to the results, children mentioned both structural and process factors. Peer interaction among children was mentioned the most when referring to negative experiences in ECEC. We conclude that children's negative experiences provide an opportunity for ECEC professionals to support children's resilience and a sense of belonging, which are important elements in the process quality of ECEC.Peer reviewe

Lapset varhaiskasvatuksen arvioijina – Lasten mukavina pitämät asiat päiväkodissa ja perhepäivähoidossa

In Finland early childhood education (ECE) is mainly provided in day care centres and family day care. The purpose of ECE is to support children´s growth, development and learning with high-quality services. Various methods and tools have been developed for evaluating quality in ECE but children have participated in evaluation only a little. In this article we present how ECE in Finland appears when children (1−8 year-old-children, 49,3 % girls) in family day care (N = 371) and day care centres (N = 371) are included in evaluation by telling about their pleasant things in ECE. Children´s interviews were implemented by their parents. Data was analysed using qualitative and quantitative methods. According to the results, children mentioned several positive aspects in ECE settings. Children in day care centres emphasized children´s own and organized activities in ECE. Children in family day care, in turn, mentioned more topics concerning human relations and everyday life situations. The youngest children in day care centres stated persons more in their names and six-year-old children special days and trips. Results indicate that children’s evaluations are a valuable part of the multi-method quality evaluation of early education. Results can be used to develop ECE practices by paying attention to children´s participation and positive aspects that children mention about ECE.Peer reviewe

Special education teachers’ views on their agency in teacher collaboration

Special education teachers’ (SETs) views on their agency in teacher collaboration were analysed using Cultural-Historical Activity Theory (CHAT). Finnish SETs (N = 238) answered open-ended survey questions concerning successful and unsuccessful collaboration with the classroom teachers in a tiered support framework. The findings revealed that the perceived agency of the special education teachers is both limited by and directed towards the classroom teachers’ understanding of the shared responsibility concerning support provision for students. Finally, the findings highlight the relevance of the cultural-historical activity theory by suggesting that the features of successful collaboration, in tandem with relevant constructs of the theory, constitute a mutual understanding of the goal of collaboration (shared object), structures (community) and guidance (norms) towards relevant use of instruments and fair division of responsibilities (division of labour). Implications for inclusive special education suggest that reciprocal reflection on the teaching practices requires shared everyday work between the SETs and the classroom teachers.</p

The Work of Special Education Teachers in the Tiered Support System: The Finnish Case

This study investigated primary school special education teachers’ (SETs’) (N = 283) conceptions on their work descriptions and uses of pedagogical documents after a reform in the national support framework. The respondents of this survey reported working mostly in Tiers 1 and 2 when all their tasks (instruction, consultation, and managerial tasks) were considered. The responsibilities of the SETs were, however, more clearly defined in Tier 3. The SETs allocate their work autonomously, but their work description is related to their workload. Clarifications in work descriptions and further elaboration of school’s tiered support functions, emphasizing collaborative practices, are suggested.</p

Sounds of learning: Soundscapes - teacher perceptions of acoustic environments in Finland's open plan classrooms

The construction of new schools has undergone much debate as children and teachers spend a significant proportion of their lives in physical learning environments in schools. The school soundscape is central but often underestimated. In this study, we investigated teachers' experiences of soundscapes in two modern Finnish comprehensive schools by interviewing teachers (N=10). In addition, we analysed the data by the constant comparative method. According to the results, the school architecture influenced the soundscape and organisation of teaching. The designs of the schools encouraged collaborative learning through open plan learning spaces and flexible classrooms. Yet, the open plan learning environment and its soundscape did not always support the instructional needs of all children. We conclude that soundscape design should consider both the learning needs of children, and the well-being of both children and teachers.</p

A framework for research on technology-enhanced special education

Based on results from the Technologies for Childrenwith Individual Needs Project and two case projects,we propose a new multidisciplinary framework forresearch between computer science, educationaltechnology, and special education. The frameworkpresents a way to conduct research that aims atdeveloping new methods for technology-enhancedspecial education and for developing adaptablesoftware and hardware tools for individual needs ineducational settings.Peer reviewe

Autism and the right to education in the EU: policy mapping and scoping review of Nordic countries Denmark, Finland, and Sweden.

Introduction:The universal right to education for people with disabilities has been highlighted by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies addressing the right to education and special education needs of autistic children in Denmark, Sweden, and Finland. Methods:A policy path analysis was carried out using a scoping review as an underlying framework for data gathering. Policy mapping was performed independently by both lead authors to increase reliability. Results and discussion:The values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities have been closely translated into the respective education systems of the countries under study, offering special education needs services and support in mainstream education with the aim of including as many children into mainstream education as possible. Even though the education systems are comparable, the approaches between the countries under study are slightly different. Denmark and Sweden have passed several policies specifically geared towards special education needs, while Finland incorporates this more in general education policy. Conclusion:All countries under study have incorporated the values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities in their respective education systems while emphasising the need to include as many children in the mainstream system as possible

Meeting the 24-h Movement Guidelines and Health-Related Outcomes Among Youth With Autism Spectrum Disorder: A Seven-Country Observational Study

Background: Meeting daily guidelines for physical activity, screen time, and sleep duration is associated with a host of health indicators for youth. In this cross-sectional observational study, we investigated the associations between adherence to the movement guidelines and health-related outcomes among youth with autism spectrum disorder (ASD). Methods: Parents of youth with ASD (10-17 years) from seven countries and regions were invited to provide online proxy-reports for child\u27s movement behaviors (i.e., physical activity, sleep and screen time), and health-related outcomes (i.e., body mass index [BMI], general health, and quality of life). A series of multiple linear regression analyses were used to examine the associations between meeting movement guidelines and health-related outcomes, adjusted for covariates. Results: The final sample consisted of 1165 youth with ASD. Compared with youth meeting all three guidelines, a higher BMI z-score was observed in those who met no guidelines (B = 0.62, P = 0.04), sedentary time only (B = 0.60, P = 0.047), and physical activity plus sleep only (B = 0.85, P = 0.04). Compared with meeting all three guidelines, meeting no guidelines was associated with poorer general health (B = - 0.46, P = 0.02). Further, compared with youth meeting all three guidelines, a lower quality of life score was observed in those who met no guidelines (B = - 0.47, P = 0.02) and physical activity only (B = - 0.62, P = 0.03). Lastly, there were dose-response associations between the number of guidelines met and all three health-related outcomes (all P(trend) \u3c 0.05). Conclusions: In conclusion, meeting more 24-h movement guidelines was generally associated with more favorable health-related outcomes in youth with ASD. The low level of adherence to all three guidelines (2.0%) suggests the urgent need to promote the adoption of all the guidelines in this group