Education Of Autistic Children Research Articles

Survey on Multifaceted Impacts: Assessing the Integration of Augmented Reality (AR) and Virtual Reality(VR) in Education for Autistic Children

This project seeks to develop a groundbreaking Augmented Reality (AR) and Virtual Reality (VR) learning platform tailored for autistic children, addressing their unique educational and social challenges. Featuring multi-user access for collaborative learning, the platform incorporates behavioral analysis to customize learning paths based on individual preferences and challenges. Immersive AR/VR environments simulate real-world scenarios, facilitating the practice of everyday life skills and social interactions in a controlled virtual space. Parental involvement is key, with features for progress tracking and guidance, aiming to empower autistic children with a personalized, inclusive, and supportive learning experience that bridges the gap between home and school. The user-friendly interface ensures accessibility, contributing to the educational empowerment of autistic children in an engaging virtual environment.

Application and Effect of Music Therapy in Autistic Childrens Education

In recent years, as a new therapeutic method, music therapy has attracted more and more attention. It is one of the best therapeutic methods to use music to communicate with autistic children, stabilize their emotions, train their language communication ability, and turn therapy into interest output. Although it has become an intervention method in the treatment of autistic children, it has not been fully utilized and paid attention to in the treatment and education of autistic children in China. By literature review and case studies, this paper mainly studies the application and effect of music therapy in the daily life and education of autistic children, analyzing the condition and life improvement of autistic children after receiving music therapy. At the same time, the author also explains the shortcomings of the current development of music therapy. In conclusion, music therapy is an effective treatment for autism, but its mechanism and treatment modalities need to be further studied for better application in the treatment of autistic patients.

Eye Tracking Study of Social Intensity on Social Orientation of Autistic Children.

Some previous studies indicate that impaired social attention mainly results in social disorders in autistic children. In the social attention mode of autistic children, social orientation and joint attention are particularly important. The influence of different social intensity and ecological validity on them are worthy of further study. This study used realistic paintings with moderate ecological validity as experimental materials, to design isolated individual scene and social interaction scene, and to explore the impact of social interaction on the social orientation of autistic children. It found that in the scenes without social interaction, the attention patterns of autistic children and typical developing children were the same, while the attention patterns of autistic children were abnormal in the scenes with social interaction. From the eye tracking data, it was shown that the gaze processing process of autistic children was not as smooth as that of typical developing children. Compared with cartoons and other social scenes with low ecological validity, realistic painting could better restore the proportion of real scenes. Moreover, it could reduce the complexity of information which could not be done in real scenes. The findings of this study provide support for training and education of autistic children. Intervention with realistic paintings is conducive to the migration of autistic children.

Teaching Practice with Autistic Children: Challenges and Possibilities

The present work had a general objective to reflect the teaching practice with autistic children and its specific objectives: Discuss autism in education; to know the difficulties of the autistic child in the educational process; to identify the teacher's actions to overcome difficulties in the education of autistic children. This work in terms of its nature was classified as basic research. From the point of view of its objectives, this research was carried out with an exploratory nature, considering that this work is a subject already discussed in society and in academia, but requires further investigation. As for the technical procedures, this research was carried out with a bibliographic nature, where a survey of the subject was carried out in material already published such as books, articles, and periodicals. It is concluded through the theoretical discussion in the work that what is valid in situations of inclusion of autistic children in the educational scope is to love knowledge and test all work methodologies adapting them to each situation. It was also pointed out that there is no ready-made methodology, the web of social relationships in everyday school life is what will permeate the construction of the ideal teaching practice with autistic students.

Problems and recommendations of special education teachers working with children autism

The article emphasizes that the education of children with special needs in the field of special education, including children with autism, is becoming increasingly important today. Teachers play an important role in the education of autistic children. The study focused on the problems faced by special education teachers working with autistic children when working with these children. The purpose of the study: to obtain opinions and recommendations of special education teachers working with autistic children in an inclusive educational space; (a) about the characteristics of autistic children, (b) about the problems they face when working with autistic children, and (c) their work to solve problems. To study this quality, negotiations were held with 16 volunteer teachers working in special classes of M. Zhumabayev School № 39. A preliminary interview form was prepared for the negotiations. Inter- views were conducted with all teachers separately on the same day, time and place. Then an interview was conducted, a descriptive analysis was carried out and the results are presented in quantitative terms. The results of the study showed that not a single teacher was trained by autistic children with a bachelor’s degree, and some attended training seminars, trainings for autistic children. In addition, it was found that teachers have different views on the behavioral characteristics of autistic children. Teachers expressed dif- ferent opinions about the rules followed in the classroom for autistic children, the teaching methods they use during the lesson, the effectiveness of the methods and their work on the skills they teach in everyday life. Teachers’ opinions about the characteristics of children with autism differed from each other. Key words: special education, children with autism, teacher, behavior, social skills.

Humanoid Robot Enhancing Social and Communication Skills of Autistic Children: Review

Autism is a neurological disease that affects people’s social, communicational and mental abilities. This makes it difficult for them to express themselves and integrate seamlessly with other people and society as a whole. With the number of autism cases steadily increasing, researchers and caretakers alike around the world are working on finding a teaching technique to help with the therapy and education of autistic children. Due to the number of resources and expertise that are required for this operation, it has proven to be quite difficult to find such a teaching technique. The results of our literature survey also show that the USA has the most research in this field, followed by England and Spain. The aim of this paper is to study the interaction of autistic children with the humanoid robot NAO. Therefore, we developed different interactive activities and materials for testing the children’s attitude and engagement. After careful observation and experimenting, it was found that the children were much more engaged and excited during the lessons that involved the robot. This can be attributed to its simple and toy-like nature, which makes the lessons more fun and exciting. The children were also more responsive, absorbed more information overall and were even willing to learn new subjects that they previously avoided.

What are the views and experiences of autistic teachers? Findings from an online survey in the UK

Despite significant research into the education of autistic children and young people (CYP) and an increased awareness of the employment needs and rights of autistic adults, little attention has been paid to autistic teachers. We discuss findings drawn from an online survey in the UK in which autistic teachers and other autistic education staff (n = 149) describe the lack of understanding, sensory impacts, mental health issues and the complexities associated with revealing an autism diagnosis as a result of their work. These issues can represent significant impediments to either entering or remaining in the school education profession. Positive experiences were also found and, from a social justice perspective, the possibilities of autistic school staff to constitute a role model for autistic CYP and to facilitate their educational inclusion are considered. Future directions in this under-researched area are also discussed. Points of interest There is a lack of research into autistic teachers and other autistic school staff. Autistic school staff experience many difficulties in training, recruitment, job satisfaction and career development. Participants in our survey wrote that they lack support. They also find the physical environment of schools difficult and can experience mental health issues and prejudice. Some participants feared sharing the fact that they were autistic at work, but others had positive experiences of doing so. In the right circumstances, autistic staff in schools can make an important contribution to educational inclusion, particularly of autistic pupils.

Analisis Tatar Perilaku sebagai Langkah Awal untuk Membangun Desain Interior Sarana Pendidikan Anak Autis

Empowering interior design to lead to better development can be done from small things such as paying attention to the means of education for autistic children. Interior designers can play a role in building educational facilities in accordance with the behavior of children with autism. Autistic behavior can be caused by not being able to process information properly from the stimuli of the physical environment (space) around it. The purpose of this study is to analyze the behavior of children with autism as a first step if they want to build an interior design for children with autism education in accordance with the behavior, so it is expected that if they know the behavior in the room, then the interior designer can design the educational facilities according to their needs and will maximum. The limitation of this study is only to analyze the behavior of autistic children in the therapy room according to the researcher's perspective as an interior designer. The method used is observation of children's behavior in the room during the therapy process, using video recorders. Analysis was carried out by anova statistical test. The results showed that there were differences in the number of children's behavior in the room when with the therapist and when alone. Before the therapy process takes place, the child will carry out the adaptation phase, showing curiosity whether the space / object makes the child comfortable / uncomfortable. In addition, children have the same behavior that is easily distracted with interior elements.

Education of Autistic Children in Developing Countries

Although a large number of studies have focused on inclusive education in developed countries, there are few research on developing countries, especially China. Therefore, this paper mainly discusses whether autistic children in China should be educated separately from ordinary students. The thesis is mainly composed of three parts. Firstly, it introduces the definition of disability, inclusive education and its background in China. Secondly, the advantages and challenges of inclusive education in China are discussed through cases. It concluded that children with autism should be educated together with ordinary students to promote educational equality and help autistic children integrate into society. However, parents’ attitudes and the limitations of teachers’ knowledge in mainstream schools are the great challenges facing inclusive education in China.

Tecnologia assistiva em dispositivos móveis: aplicativos baseados no TEACCH como auxílio no processo de alfabetização com crianças autistas

Progressivamente emerge a necessidade de redimensionar práticas pedagógicas que, para além do respeito às diferenças, ofereça acessibilidade de aprendizagem a todos os discentes. Uma escola com metodologias conservadoras, dificilmente conseguirá bons resultados diante da educação inclusiva, colocando os discentes com deficiências em condições de exclusão, dentro da própria escola. Percebe-se que no redimensionamento dessas práticas, a Tecnologia Assistiva (TA) assume papel primordial, pois visa a superação de barreiras para a aprendizagem e independência na vida social de indivíduos com deficiências ou outras condições que geram necessidades especiais. Isso fomentou a inquietação que deu origem a este estudo: de que forma a Tecnologia Assistiva associada à Tecnologia Móvel em smartphones e tablets pode contribuir com a aprendizagem, mais especificamente com a alfabetização de crianças com Transtorno do Espectro Autista (TEA) na escola regular? Para responder a essa inquietação, desenvolveu-se uma pesquisa de cunho bibliográfico em autores como: bell hooks (2013), Reis et. al. (2017), Ferreira (2016), Cunha (2017), Furtado (2012), Fonseca e Ciola (2016), Mello (2007), Berch (2007), entre outros. Este artigo apresenta um dos principais métodos educacionais utilizado na educação de crianças autistas, o TEACCH, e faz um levantamento dos usos desse método em dispositivos móveis. Os resultados apontam para a contribuição de dois aplicativos (Lina Educa e ABC Autismo) que podem ser utilizados como ferramentas pedagógicas no processo de aprendizagem de crianças com TEA, auxiliando a inclusão dessas crianças, principalmente no tocante ao processo de alfabetização.

Strategies for Promoting Initiative Communication of Autistic Children in Kindergarten Inclusive Education

In kindergarten inclusive classes, the consciousness of initiative communication for most of the autistic children is weak, while initiative communication is precisely one of the indispensable conditions for autistic children to integrate into their classes. Minzhi Road Kindergarten of Suzhou has been devoted over years to the experimental research of pre-school inclusive education for autistic children, and has thus accumulated ample experimental experiences and case study materials. By adopting a variety of research methods including observation, interview, case study, etc., this study takes action research on several individuals previously and currently still enrolled in the kindergarten, and adjusts constantly the interventional programs of promoting initiative communication of autistic children. Eventually this study summarizes three strategies for promoting initiative communications amidst autistic children in kindergarten inclusive education: (1) Understanding the essence of “snatching” behaviors of autistic children and delivering communication skills; (2) Promoting initiative communication for autistic children through inspiration of internal needs to “participate”; (3) Fostering their communication confidence by way of building a performance platform for “advantages” of autistic children. This action research indicates that appropriate strategical interventions from teachers in inclusive classes can promote the initiative communication of autistic children and improve their relationships with peers. Suggestions about further study in the future are discussed in the end.

PEMANFAATAN UBTECH HUMANOID ROBOT SEBAGAI MEDIA PEMBELAJARAN KEPADA GURU MENUJU ERA REVOLUSI INDUSTRI 4.0 DIBIDANG PENDIDIKAN UNTUK ANAK AUTIS DI PEKANBARU LAB SCHOOL

The learning process is an important part of the world of education, especially education for autistic children, because through learning teachers can interact and evaluate their students directly. The problem that arises is how to provide good learning to autistic children who have obstacles and obstacles so far. Pekanbaru Lab School is a place for autistic children with 30 people in the age range of 6-15 years, where Pekanbaru Lab School also faces problems with the provision of teaching or learning to auits. There are five problems found in learning at the Pekanbaru Lab School to face the Indonesian Revolutionary era 4.0 in the field of education so that it becomes an obstacle namely the learning method, the role of the teacher in learning, students, facilities and infrastructure, the role of parents. With the problems faced by Pekanbaru Lab School as partners of the Community Partnership Program, a solution is needed to overcome these problems and prepare the Pekanbaru Lab School towards the era of the 4.0 Industrial Revolution in the field of Education. The first is the selection of a good learning method so as to improve teacher teaching skills by updating the curriculum that integrates with technology, especially Robot technology. Second is to increase the role of teachers in active learning to guide autistic children by continuing teacher education to higher education and facilitating teachers in training activities on autistic children. The three students who increase in number and have different characters, the solution is to add teachers as educators and according to competence and expertise of each teacher on the type or character of children with autism. The four facilities and infrastructure are by adding facilities such as adding classrooms and open spaces and adding therapeutic media by providing technological elements such as Ubtech Humanoid Robot technology. The fifth role of parents is by the way parents must play an active role in the learning of autistic children at home and parents will certainly be given training or discussion forums to understand their children more deeply.

Autism and virtual reality head-mounted displays: a state of the art systematic review

PurposeThe use of virtual reality (VR) technologies in the education of autistic children has been a focus of research for over two decades. It is argued that this form of technology can provide authentic “real world” contexts that target social and life skills training in safe, controllable and repeatable virtual environments. The development of affordable VR head-mounted displays (HMD), such as Google cardboard and Oculus Rift, has seen a renewed interest in their use for a wide range of applications, including the education of autistic individuals. The paper aims to discuss these issues.Design/methodology/approachA systematic search of electronic databases focussing on empirical studies on the use of VR-HMD for children and adults on the autism spectrum was undertaken.FindingsA review of the literature identified a limited number of studies in this field characterised by differences in the type of application, technology used and participant characteristics.Research limitations/implicationsWhilst there are some grounds for optimism, more research is needed on the use of this technology within educational settings to ensure robust recommendations can be made on the implementation, use and sustainability of this approach.Originality/valueThis paper is the first to consider the evidence base for the use of VR-HMD technology to support the needs of the autistic population.

Обучение детей с аутизмом

The article considers issues related to the education of autistic children within the framework of inclusive education. The author analyzed the
 principles and objectives of this type of education on the basis of official documents: the ratified by the Russian Federation Convention on the
 Rights of Persons with Disabilities of the United Nations and the Federal State Educational Standard of Primary Education of students with
 disabilities. The characteristics of children with autistic syndrome, and learning difficulties are described. The psychological and pedagogical
 recommendations for educators who work with autistic children are given.

Клинический полиморфизм и вариативность образования детей с аутизмом

Children with autism spectrum disorders are considered a highly heterogeneous group by clinical signs, which makes it impossible to develop a common method of correctional and educational development for them. In this article, results of an analysis of clinical, psychological and pedagogic polymorphism in autism spectrum disorders are shown, emphasized are its main components and basic consequences necessary for organizing education. Results are viewed in the context of the principle of variability in education. A dual structure of variability in education of autistic children has been discovered. Shortly reviewed are some topical problems of correctional education process for autism spectrum disorders.

Обучение детей с аутизмом

The article considers issues related to the education of autistic children within the framework of inclusive education. The author analyzed the
 principles and objectives of this type of education on the basis of official documents: the ratified by the Russian Federation Convention on the
 Rights of Persons with Disabilities of the United Nations and the Federal State Educational Standard of Primary Education of students with
 disabilities. The characteristics of children with autistic syndrome, and learning difficulties are described. The psychological and pedagogical
 recommendations for educators who work with autistic children are given.

Autistic children at risk of being underestimated: school-based pilot study of a strength-informed assessment.

BackgroundAn important minority of school-aged autistic children, often characterized as ‘nonverbal’ or ‘minimally verbal,’ displays little or no spoken language. These children are at risk of being judged ‘low-functioning’ or ‘untestable’ via conventional cognitive testing practices. One neglected avenue for assessing autistic children so situated is to engage current knowledge of autistic cognitive strengths. Our aim was thus to pilot a strength-informed assessment of autistic children whose poor performance on conventional instruments suggests their cognitive potential is very limited.MethodsThirty autistic children (6 to 12 years) with little or no spoken language, attending specialized schools for autistic children with the highest levels of impairment, were assessed using Wechsler Intelligence Scale for Children (WISC-IV), Raven’s Colored Progressive Matrices board form (RCPM), Children’s Embedded Figures Test (CEFT), and a visual search task. An age-matched control group of 27 typical children was also assessed.ResultsNone of the autistic children could complete WISC-IV; only six completed any subtest. In contrast, 26 autistic children could complete RCPM, with 17 scoring between the 5th and 90th percentile. Twenty-seven autistic children completed the visual search task, while 26 completed CEFT, on which autistic children were faster than RCPM-matched typical children. Autistic performance on RCPM, CEFT, and visual search were correlated.ConclusionThese results indicate that ‘minimally verbal’ or ‘nonverbal’ school-aged autistic children may be at risk of being underestimated: they may be wrongly regarded as having little cognitive potential. Our findings support the usefulness of strength-informed approaches to autism and have important implications for the assessment and education of autistic children.

Aetiologies of Autism: Psychodynamic, Pharmacological and Behavioural, Related to Kuwait

Autism is a severe form of childhood psychopathology which has enormous impact on the child, his/her family, and the wider community. It challenges the expertise of doctors, teachers and therapists. In Kuwait, recognition of the disorder is still in its infancy. However, the government has established a new Centre for Autism, the first of its kind in the country, to provide up‐to‐date medical care and education for autistic children. This article will assess Kuwait's progress in catering for autism, in the light of current international thinking. Discussion of the roles of the main governmental and non‐governmental bodies concerned with provision for autistic children in Kuwait, with an account of the only two special schools which are currently known to cater specifically for this disorder, is given. It was found that, in Kuwait, provision is limited and fragmented compared with that of the UK and the USA. Moreover, there is, as yet, relatively little information available to researchers, parents, or the...

Parent—Professional partnerships in the education of autistic children

This article reviews the history of training for parents of autistic children and evaluates progress toward the goal of forming genuine, co-equal partnerships between parents and professionals. The importance of comprehensive early intervention and parent involvement are emphasized as well as the need for a family systems approach by professionals. The argument is made that real partnerships can only happen when families have access to a full range of community-based educational and support services for their autistic children.

A Survey of Knowledge about Autism among Experts and Caregivers

Research on autism has historically been plagued by use of inconsistent criteria in defining autistic populations and has consequently often yielded conflicting or ambiguous results. However, a number of developments over the past fifteen years, including the establishment of a consensual definition, has fostered a more comprehensive and conclusive body of literature. The purpose of this study was to compare information accrued from the most recent research to the knowledge and beliefs of a sample of caregivers. Results of the survey indicate that three areas emerge for further in-service training of caregivers: (a) incidence and sex ratio, (b) etiology, and (c) attitudes toward public education of autistic children. Implications for in-service training are discussed.