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An interactive classroom timetable for children with high functioning autism : development and qualitative evaluation of a computer-based timetable

机译:高功能自闭症儿童的互动课堂时间表:基于计算机的时间表的发展和定性评估

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摘要

Teachers report that advanced knowledge of the day’s activities can considerably lessen anxiety for children with autism, especially if this information is highly visual in its presentation. Teaching children with autism often follows a highly structured approach including use of visual planning aids, such as symbolic timetables (Gillberg ;Coleman, 2000; Mesibov, Browder, ;Kirkland, 2002). Children with autism have been noted to be skilled at using computers and it has been suggested that the computer presents an ideal resource for both educational and recreational use (Attwood, 1998; Higgins ;Boone, 1996; D. Moore, 1998; Murray, 1997). However, in spite of widespread use of visual timetables in schools by children with autism, there is little evidence of research being conducted in the area of computerised timetabling for this population. The overall aim of this particular study was to develop an interactive, computer-based timetable and to explore and assess the practical value for children with autism. The research was of an ethnographic nature and involved a case study approach. The development of the interactive timetable followed a user-centred design. Participating children attended a language and communication class attached to a mainstream primary school in Scotland. Seven males aged between six and nine years of age were involved, with four of the children able to participate in the final evaluations of the interactive timetable. Other participants included special needs teachers, nursery nurses, speech and language therapists, and parents of participating children. Examination of a symbolic timetable identified several important issues relevant to the design of an interactive timetable, whilst consideration of parental and educationalist views, gathered through interview, highlighted both benefits and concerns. By extending use to the home environment, the interactive timetable was considered to facilitate communication between child and parent. Concerns regarding access, size and position, user ability, and availability of resources were identified. Although findings were inconclusive, it was possible to communicate timetable information in a computer-based form and furthermore, the children appeared to enjoy using the timetable. Whilst the setting for this study was a single language and communication class attached to a mainstream primary school, this research has implications for a wider debate. The study found generally that the prospect of using information and communication technology to display an interactive timetable which was accessible both at school and at home, offered numerous possibilities for children with autism and their families.
机译:老师报告说,对当天活动的深入了解可以大大减轻自闭症儿童的焦虑感,尤其是如果这些信息在演示中具有很高的可视性。自闭症儿童的教学通常采用高度结构化的方法,包括使用视觉规划工具,例如象征性时间表(Gillberg; Coleman,2000; Mesibov,Browder,Kirkland,2002)。注意到自闭症儿童熟练使用计算机,并且有人提出,计算机为教育和娱乐使用提供了理想资源(Attwood,1998; Higgins; Boone,1996; D。Moore,1998; Murray,1997)。 )。但是,尽管自闭症儿童在学校中广泛使用视觉时间表,但很少有证据表明该人群在计算机时间表中进行了研究。这项特殊研究的总体目标是制定一个基于计算机的交互式时间表,并探索和评估自闭症儿童的实际价值。该研究属于人种学性质,涉及个案研究方法。交互式时间表的制定遵循以用户为中心的设计。参加活动的儿童参加了苏格兰一所主流小学的语言和交流班。七名年龄在六至九岁之间的男性参与其中,其中四个孩子能够参与交互式时间表的最终评估。其他参加者包括有特殊需要的老师,托儿所护士,语言和语言治疗师以及参加活动的孩子的父母。对象征性时间表的检查确定了与交互式时间表的设计相关的几个重要问题,同时通过访谈收集的对父母和教育家的看法的审议突出了利益和关切。通过将使用范围扩展到家庭环境,考虑了交互式时间表,以促进孩子与父母之间的交流。确定了有关访问权限,大小和位置,用户能力以及资源可用性的问题。尽管调查结果尚无定论,但可以以计算机形式传达时间表信息,而且,孩子们似乎很喜欢使用时间表。虽然这项研究的背景是与主流小学相连的单一语言和交流课,但这项研究对更广泛的辩论具有启示意义。该研究总体上发现,使用信息和通信技术显示交互式时间表的前景在学校和家庭均可访问,这为自闭症儿童及其家庭提供了许多可能性。

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    Murray Susan;

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  • 年度 2007
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  • 原文格式 PDF
  • 正文语种 English
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