Digital fabrikation for unge i specialtilbud

Abstract

Fælles for børn og unge med kognitive handicap er, at de typisk kommunikerer bedst ved brug af visuel kommunikation, simple sætninger, langsomt tempo, kendt struktur, gentagelser og individuelt målrettet kommunikation. Det kan derfor som udgangspunkt være vanskeligt for denne målgruppe at deltage i digital fabrikation, som er kendetegnet ved teambaserede aktiviteter, samfundsrelevante problemstillinger og en høj grad af ansvar for egen læring. I denne artikel præsenterer vi to eksempler på, hvordan digital fabrikation kan praktiseres på en specialskole for børn og unge med autismespektrum forstyrrelser. Vores analyser viser, at arbejdet med digital fabrikation inden for specialområdet især kræver læringsforløb, der tager udgangspunkt i den enkelte elev (dvs. individbaseret frem for teambaseret), interesser (dvs. særinteresser frem for samfundsmæssige problemstillinger) og lærerstøtte (dvs. styrede forløb frem for egen initieret aktivitet). En anden vigtig pointe fra studiet er, at digital fabrikation kan påvirke de unges sociale liv, hvilket er en positiv udvikling for målgruppen.

The digital communities of young individuals living with cognitive disabilities: Mapping the use and meaning of digital technology with capable youth

“…Disability studies (Cooper et al, 2007;Goodley and Runswick-Cole, 2016;McVilly and et al, 2005;Merrells et al, 2019) Disability and (Health Information) Technology studies (Ågren Alfredsson et al, 2020c(Ågren Alfredsson et al, , 2020b(Ågren Alfredsson et al, , 2020aAlcorn et al, 2011;Alper, 2014Alper, , 2017Alper and Goggin, 2017;Baric et al, 2018;Becker and Lienesch, 2018;Borg et al, 2015;Borgström, 2021;Boyd et al, 2015;Buchholz et al, 2013Buchholz et al, , 2018Buchholz et al, , 2020Bundsgaard, 2014Bundsgaard, , 2017Burke et al, 2010;Caton and Chapman, 2016;Chadwick et al, 2013;Darragh et al, 2017;Davidsen et al, 2021;Davies et al, 2015;Dobransky and Hargittai, 2016;Duplaga, 2017;Feng et al, 2008;Gwynette et al, 2018;Hjelholdt and Rasmussen, 2017;Holmes and O'Loughlin, 2014;Iglesias et al, 2019;Karadechev et al, 2021;Löfgren-Mårtenson, 2008;Löfgren-Mårtenson et al, 2015;Louw et al, 2019;Lussier-Desrochers et al, 2017;McClimens and Gorden, 2008;…”

“…The primary school has made several initiatives to integrate digital activities into the school's pedagogical work with social competencies using 'digital fabrication'. 'Digital fabrication' is an overall concept for initiatives meant to promote creativity, independence (problem solving) and reflection on societal matters through digital technologies (Davidsen et al, 2021). This has been deemed challenging for the study population due to their communication and interaction difficulties.…”

“…This has been deemed challenging for the study population due to their communication and interaction difficulties. Thus, the primary school has found a way to make digital fabrication possible with this particular study population using individual rather than team-based activities, personal interests rather than societal problems and teacher support rather than self-driven activities (Davidsen et al, 2021). These initiatives have primarily been made possible by a teacher with a master's degree in IT and pedagogic and enthusiastic personality to bring digital fabrication initiatives into the teaching process.…”

“…This initiative started during the project period. The second digital fabrication initiative was an individually planned course for one of the students for which the Makerspace sessions were not a good fit (Davidsen et al, 2021).…”

“…Although the two participated actively in the session described above, they were not motivated to continue the course. As such, they exited the community and found new ways to fulfil their needs for their technological development (Davidsen et al, 2021). P22 did not find the Makerspace sessions useful and showed signs of insecurity, for example, by expressing, 'If he [P14] needs help, then I think I do, too' while leaning over to see P14's output.…”