Creating Learning Spaces that Promote Wellbeing, Participation and Engagement: Implications for Students on the Autism Spectrum

Saggers, Beth; Ashburner, Jill

doi:10.1007/978-981-13-6092-3_8

Cited by 6 publications

(8 citation statements)

References 55 publications

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“…Furthermore, pre-class tasks can be made available for longer periods to allow students with cognitive and physical impairments more time to engage (See Casselman et al, 2019) and complete tasks, and schedules for completing and submitting tasks, and assessments can be made more flexible to accommodate individual needs (See Goedhart, 2019). Clear instructions and predictable plans can also help to reduce anxiety for students on the autistic spectrum (See Saggers & Ashburner, 2019). We note that these strategies not only benefit students with special needs but also contribute to creating an inclusive and accessible learning environment for all students with flexibility in time periods, in assessment, in grouping students.…”

Section: Designing Flexible Learning For Students With Special Needsmentioning

confidence: 99%

Conceptual framework for flexible learning design: The Context of flipped classroom

Dikilitaş¹,

Noguera²

2023

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The paper presents a conceptual framework for flexible learning design, specifically focusing on the context of the Flipped Classroom (FC). The aim is to provide a comprehensive understanding of flexibility in learning environments and course designs, as well as explore emerging flexible modalities. The paper also underlines the theories underlying flexible learning design and discusses the implications and considerations associated with implementing such approaches. The introduction highlights the role of flexibility in education and introduces key discussions. The conceptual framework section defines flexibility and explores its various dimensions, establishing a foundation for the related arguments. Next, the paper discusses the theories that underpin flexible learning design, providing insights into the pedagogical principles and approaches that support this educational paradigm. It further explores flexible learning environments, addressing the key elements and characteristics that contribute to their effectiveness. The subsequent sections elaborate on the specific aspects of flexibility in different learning settings. It explores flexibility in F2F, blended, and online learning contexts, highlighting the unique considerations and strategies for each modality. This is followed by the presentation of emerging flexible modalities, discussing their potential benefits and challenges. The paper also emphasizes the critical role of flexibility in teaching and learning exploring how flexibility impacts what and how students learn, the delivery of instruction, didactic strategies for organizing learning activities, provision of learning resources, and the assessment and evaluation process. Furthermore, the concept of flipped learning is discussed as a flexible design, showcasing its potential as an effective approach to flexible learning. It provides practical suggestions and potential strategies for implementing flexible design within the framework of flipped learning. The literature review section synthesizes existing research on students' and teachers' perceptions of the effectiveness of the FC where the benefits and challenges associated with flexible learning approaches are explored and discussed. The paper concludes with implications and considerations for implementing flexible learning design with a discussion on the importance of student agency in taking control of the learning experience, overcoming institutional barriers, balancing planned and spontaneous flexibility, and designing for students with special needs. The paper offers a comprehensive exploration of flexible learning design within the context of the flipped classroom. It provides valuable insights into the conceptual framework, theories, practical strategies, and implications associated with implementing flexible learning approaches. The findings and recommendations presented in this report aim to inform teachers, educators, policymakers, and researchers in their efforts to promote effective and adaptable learning experiences while designing a flipped learning in their classroom.

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Section: Designing Flexible Learning For Students With Special Needsmentioning

confidence: 99%

Conceptual framework for flexible learning design: The Context of flipped classroom

Dikilitaş¹,

Noguera²

2023

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“…Since most autistic children communicate nonverbally, using some clear signs and pictures (Sachs and Vincenta, 2011), visual indications, and distinguished signs are emphasised to provide their easy prediction (Yates, 2016). Besides, the given information is in the visual form that can be transited without any auditory stimulation to cause tension (Saggers and Ashburner, 2019) while, using signs, which were acknowledged, in other places with the same function can help them to recognise the place (Pomana, 2015). That is why using familiar signs used in their houses is advised (Sánchez et al , 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Prioritising public spaces architectural strategies for autistic users

Sheykhmaleki

Yazdanfar

Litkouhi

et al. 2021

ARCH

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PurposeAccording to architectural research, modifying environmental features has the potential to create an appropriate sensory environment for autistic children. Considering the design of public environments, it is difficult to accommodate the diverse requirements of each autistic child. The main objective of this paper is to find out the most prevalent architectural strategies and to prioritise them for the design of the public spaces addressing autistic children's needs.Design/methodology/approachThis research is designed in two stages: (1) descriptive approach in which architectural strategies are extracted from theories on autism design to determine a theoretical test module; and (2) quantitative approach in which the frequency of gained strategies are studied in two groups of references: general references and key references (i.e. most cited and well-reputed researchers in autism architecture) while universal design strategies and the timeline of each strategy is considered for the conclusion.FindingsThe following strategies were highly significant: (1) acoustical control, (2) visual control, (3) legibility, (4) safety and security, (5) predictable spaces. Acoustic was frequently considered in both control and general groups while it was highlighted in timeline study and universal design strategies.Research limitations/implicationsThe main limitation is that these strategies have been prioritised according to their frequency in some limited articles and a control group including the pioneer of autism design researchers while verifying these strategies may not be strong enough. Likewise, the conclusion related to these data cannot be accurate enough. Establishing a case study survey that provides an opportunity to test all these strategies directly on a majority of autistic children and measure their prevalence is advised. Finally, it should be considered that although the five mentioned strategies are all the most prevalent strategies among autistic children, as each autistic child differs from others, generalising the conclusion for all the public area would be impossible, as though we need to study it for each group of them.Originality/valueSeeking to improve the strategies' prioritisation as determined by previous researchers, this article aims to define the most essential strategies categories in this field to eliminate the confusion of researchers and designers.

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“…Many individuals with ASD report sensitivity to lighting (41), and demonstrate benefits in academic performance and participation with the use of less intense lighting (78,91,92). For example, Kinnealey et al (78) showed improved attention and engagement for three adolescent students with ASD after installation of halogen instead of fluorescent lights.…”

Section: Students With Asdmentioning

confidence: 99%

“…For individuals with ASD, Keith et al (62) demonstrated that predictable auditory stimulation can be beneficial for students in raising arousal for controlled or straight-forward tasks, allowing for a more comfortable environment for students who exhibit over-reactive or hyper-responsive sensory tendencies (44). Additionally, for inherently loud environments in a school such as the playground, hallways, and cafeteria, it is suggested that schools provide access to quieter spaces as well as lockers at the end of hallways for older students to limit exposure to these high-noise, stressful locations (92).…”

Section: Auditory Accommodationsmentioning

confidence: 99%

“…Making spaces more predictable has been a coping strategy implemented by many adults with ASD (41) and has been suggested for classroom environments as well. For example, in order to provide a more manageable tactile environment, strategic spacing of students could reduce unpredictable tactile input and thereby reduce inattentive or distractible behavior in the classroom (75,92). Weighted vests have also been suggested as potential accommodations in the past, however, more recent literature suggests that students with ASD experienced little to no benefit from these vests in the classroom (138)(139)(140)(141)(142).…”

Section: Tactile Accommodationsmentioning

confidence: 99%

See 1 more Smart Citation

Implications of Sensory Processing and Attentional Differences Associated With Autism in Academic Settings: An Integrative Review

Mallory

Keehn

2021

Front. Psychiatry

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The impact of classroom environments on student engagement and academic performance is well-documented. Autism spectrum disorder (ASD) is associated with atypical sensory processing and attentional impairments, which may lead to challenges in successfully accessing educational material within these settings. These symptoms may help explain why students with ASD show discrepancies between intellectual ability and academic performance. Given the increasing number of students with ASD present in classrooms, understanding strengths and weaknesses in sensory processing and attention is necessary in order to design better classroom environments and develop more efficacious accommodations and interventions to support optimal student success. Therefore, the objectives of this review are to provide a brief review of the current literature on sensory processing and attention in ASD, survey how sensory and attentional functions affect academic outcomes in both neurotypical and ASD learners, and suggest potential accommodations/interventions for students with ASD based on these findings.

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Creating Learning Spaces that Promote Wellbeing, Participation and Engagement: Implications for Students on the Autism Spectrum

Cited by 6 publications

References 55 publications

Conceptual framework for flexible learning design: The Context of flipped classroom

Conceptual framework for flexible learning design: The Context of flipped classroom

Prioritising public spaces architectural strategies for autistic users

Implications of Sensory Processing and Attentional Differences Associated With Autism in Academic Settings: An Integrative Review

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