Assistive Technologies for Children and Adolescents With Autism Spectrum Disorders

Goosen, Leila

doi:10.4018/978-1-7998-7430-0.ch001

Cited by 7 publications

(1 citation statement)

References 73 publications

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“…Accordingly, there are special AT innovation for students with ASD to help them interact with classmates and engage with instructors and learning materials, thus enhancing their academic performance (Sampath, 2013). Assistive technology tools are also used even with students with ASD to help them bypass their academic weaknesses and reach their individual potential (Goosen, 2022;Hawsawi, 2015). However, teachers and professionals involved in supporting children with disabilities by using AT must have the necessary skills and knowledge (Gal, Schreur, & Engel-Yeger, 2010).…”

Section: Introductionmentioning

confidence: 99%

النشرة

2024

مجلة التربية الخاصة والتأهيل

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The study aimed to determine the obstacles to using technology in teaching students with disabilities. Disability in Jordan is because of natural variables. The disability taught and the gender and experience of teachers, according to the analytical description approach, Building and applying an appropriate questionnaire to (128) teachers in ( 12) special education centers. It was concluded that the level of obstacles is very high, and they are respectively obstacles related to learners, then comes the educational science, followed by the academic environment, while the obstacles related to the teacher are considered moderate. it was also shown that there are significant differences in the presence of these obstacles depending on the nature of the disability being taught, which is in favor of mental disability compared to the autism spectrum, these challenges appear more among teachers with less than five years of experience, and more among male teachers than female teachers. The study recommended that specialized educational institutions pay attention to producing advanced educational technologies suitable for people with disabilities, and training teachers to produce appropriate digital technological content.

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Section: Introductionmentioning

confidence: 99%

النشرة

2024

مجلة التربية الخاصة والتأهيل

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Awareness Level of Autistic Teachers about the Extent of Using Assistive Technologies in Teaching Students with an Autism Spectrum Disorder in Saudi Arabia مـدى وعـي معلمـي التـوحـد بإستخـدام التقنيـات المسـاعــدة في تدريس الطلاب ذو إضطراب طيف التوحد في المملكة العربية السعودية

Althobaiti

2024

مجلة التربية الخاصة والتأهيل

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This study aimed to identify autistic teachers' level of awareness regarding the use of Assistive Technologies (ATs) in teaching students with Autism Spectrum Disorder (ASD) in Saudi Arabia. A quantitative approach was employed with a questionnaire as the research tool. The questionnaire was created by the researcher. Based on previous studies, the questionnaire included 19 items that measured the level of awareness of autistic teachers regarding the extent ATs are utilized in teaching students with ASD in Saudi Arabia. The study sample included (54) teachers who taught students with ASD in Saudi Arabia. The results indicated there is a high level of awareness (92.0%) among teachers of students with ASD regarding the extent of the use of ATs in teaching students with ASD in the Kingdom of Saudi Arabia. Moreover, teachers with a Master's degree have a higher level of awareness regarding the use of AT than teachers with only a Bachelor's degree. These results could improve the field of special education regarding the use of ATs. The study recommended further teacher training regarding the use of ATs in the field of ASD as well as additional research assessing the effectiveness of ATs for other disabilities.

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Exploring the Socioeconomic Facet of Online Inclusive Education in Ghana

Ansu-Kyeremeh

Goosen

2022

Socioeconomic Inclusion During an Era of Online Education

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Africa now stands at the threshold of development that requires a new approach to promote technological advancement and long-term economic growth. While information and communication technologies (ICTs) have been initiated in the education sector of Ghana, the technology evolution and its advancement remain sluggish due to a lack of productive ICT schemes and long-running support for ICT infrastructure. With the present global health crisis launching nationwide educational disruptions and causing numerous revisions in the system, there is a necessity for developing an understanding of the effects of these technological advancements. More importantly, the socioeconomic facet of online inclusive education demands a reevaluation to facilitate the conceptualization of effective teaching and learning activities. This chapter emphasizes that technology integration such as the application of online teaching and learning could be used to enhance digital literacy within the South African context.

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Assistive Technologies for Children and Adolescents With Autism Spectrum Disorders

Cited by 7 publications

References 73 publications

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النشرة

Exploring the Socioeconomic Facet of Online Inclusive Education in Ghana

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