Teaching Social Skills Interventions with Digital Cognitive and Language Machines to a Student with Autism

Abstract

The present paper, through a case study of a student with autism, refers to the diversity in language and social skills and the communication difficulties across the lifespan.It aims to support the social skills based on the pedagogical principles of teamwork and student-centeredness according to the Framework for Analytical Special Education Program (FASEP) in secondary inclusive education. The main hypothesis examines the meaning of teaching in autism for philologists (Greek language teachers) who use -a] differentiations with targeted individual-structured "social stories" and -b] interventions in the emotional organization by verbalizing feelings with digital cognitive and language machines in a student with autism. The methodology of the inclusion intervention programs use the pedagogical tool TISIPfSEN (Targeted, Individually Structured, and Inclusive Intervention Programs for Students with Special Educational Needs). Accompanied by a questionnaire which given to (N = 104) philologists. The individually targeted social skills instructional interventions with digital cognitive and communication machines were implemented with a rubber band folder and a digital folder for a student with autism. With structured, graded-difficulty learning readiness exercises, the understanding of the meaning of language rules of cooperation with others was supported. Philologists have understood that autism difficulties following through the semantic aspect of language affect the individual’s social skills in abstract thinking and the multiple meanings of social stories' words. Finally, they confirmed the usefulness of TISIPfSEN for students with autism by teaching language interventions in social skills and the multimedia approach with a conventional and digital dossier.

Geopolitical challenges in the 21st century – The place of the EU in international politics

“…The first conclusion indicates that a literacy educator can create "digital cognitive machines" using a mobile phone application for a student with ASD, adhering to the pedagogical principles that underlie the structuring and differentiation of instruction with TISIPfSENs/ASDs (Drossinou Korea & Alexopoulos, 2022).…”

“…The structured implementation of differentiated didactic objectives (the fourth phase of TISIPfSEN) involves the use of suitable pedagogical materials with adapted exercises, following the segmentation of teaching objectives into intervention steps. These differentiated materials can take the form of three-dimensional objects, such as a rubber binder, or digital materials, such as a "digital binder" (Drossinou Korea & Alexopoulos, 2022). Within these materials, various components cater to the individuality of students with ASDs, including cards featuring their name, favorite color, preferred object, weekly timetable, and a card illustrating the classroom layout with their designated location (Drossinou Korea, 2017.…”

“…This can lead to experiences of nausea, headaches, and disorientation. objects was initially done in the desktop version (Desktop Wix Editor), with the subsequent structuring of the application taking place in the mobile version (Mobile Editor) (Drossinou Korea, 2023a). The app's design followed a structure similar to that of three-dimensional "conventional" cognitive machines, with particular emphasis on the dossier, which serves as a differentiated material used in interventions with students with ASDs, following the TISIPfSENs/ASDs framework for teaching methodology (Drossinou Korea, 2017).…”

Steps towards the adulthood of students with autism and individual sessions of special education and training (SET) at the University

“…The structured implementation of differentiated didactic objectives (the fourth phase of TISIPfSEN) involves the use of suitable pedagogical materials with adapted exercises, following the segmentation of teaching objectives into intervention steps. These differentiated materials can take the form of three-dimensional objects, such as a rubber binder, or digital materials, such as a "digital binder" (Drossinou Korea & Alexopoulos, 2022). Within these materials, various components cater to the individuality of students with ASDs, including cards featuring their name, favorite color, preferred object, weekly timetable, and a card illustrating the classroom layout with their designated location (Drossinou Korea, 2017.…”

“…This can lead to experiences of nausea, headaches, and disorientation. objects was initially done in the desktop version (Desktop Wix Editor), with the subsequent structuring of the application taking place in the mobile version (Mobile Editor) (Drossinou Korea, 2023a). The app's design followed a structure similar to that of three-dimensional "conventional" cognitive machines, with particular emphasis on the dossier, which serves as a differentiated material used in interventions with students with ASDs, following the TISIPfSENs/ASDs framework for teaching methodology (Drossinou Korea, 2017).…”