Learning Environment for Autism Spectrum Disorders

Santos, Maria Isabel; Breda, Ana; Almeida, Ana Margarida

doi:10.1145/3019943.3019967

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…These technologies are all screen-based. Finally, several papers focus on STEM-topics by providing learning environments [e.g., 214,241], interactive e-books [e.g., 131] or robots [e.g., 162].…”

Section: Educationmentioning

confidence: 99%

Agency of Autistic Children in Technology Research—A Critical Literature Review

Spiel

Frauenberger

Keyes

et al. 2019

ACM Trans. Comput.-Hum. Interact.

140

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Autistic children are increasingly a focus of technology research within the Human-Computer Interaction (HCI) community. We provide a critical review of the purposes of these technologies and how they discursively conceptualise the agency of autistic children. Through our analysis, we establish six categories of these purposes: behaviour analysis, assistive technologies, education, social skills, therapy and well-being. Further, our discussion of these purposes shows how the technologies embody normative expectations of a neurotypical society, which predominantly views autism as a medical deficit in need of 'correction'. Autistic children-purportedly the beneficiaries of these technologies-thus become a secondary audience to the largely externally defined purposes. We identify a lack of design for technologies that are geared towards the interests, needs and desires of autistic children. To move HCI's research into autism beyond this, we provide guidance on how to consider agency in use and explicitly allow for appropriation beyond externally driven goals. CCS Concepts: • Human-centered computing → Participatory design; Interaction design process and methods; Accessibility design and evaluation methods;

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Section: Educationmentioning

confidence: 99%

Agency of Autistic Children in Technology Research—A Critical Literature Review

Spiel

Frauenberger

Keyes

et al. 2019

ACM Trans. Comput.-Hum. Interact.

140

View full text Add to dashboard Cite

show abstract

Towards developing digital interventions supporting empathic ability for children with autism spectrum disorder

Chung

Ghinea

2020

Univ Access Inf Soc

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Participatory and Inclusive Design Models from the Perspective of Universal Design for Children with Autism: A Systematic Review

Ferreira,

Castro

2024

Education Sciences

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As technology continues to evolve rapidly and new computing resources are introduced, the utilization of these tools poses increasing complexity for individuals with physical or neurological needs, primarily due to the absence of accessibility and inclusive principles. A promising solution involves shifting the focus from disabilities to abilities, and in that way, creating adaptive environments capable of accommodating various user profiles and minimizing disparities, ensuring universal access. However, a notable challenge arises, particularly for individuals with autism, who face barriers in participating in the software development process due to psychological conditions hindering their responsiveness to traditional data collection methods like questionnaires. This systematic review aims to investigate scientific articles that delve into participatory and inclusive design models tailored for children with autism. The primary objective is to explore adaptability within universal design frameworks in developing new computational artifacts. By addressing this gap, the review contributes to the ongoing effort to create more inclusive and adaptive digital environments, focusing on improving accessibility and enriching the experiences of users with autism.

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Learning Environment for Autism Spectrum Disorders

Cited by 3 publications

References 16 publications

Agency of Autistic Children in Technology Research—A Critical Literature Review

Agency of Autistic Children in Technology Research—A Critical Literature Review

Towards developing digital interventions supporting empathic ability for children with autism spectrum disorder

Participatory and Inclusive Design Models from the Perspective of Universal Design for Children with Autism: A Systematic Review

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