The Internet for educating individuals with social impairments

Bishop, Jonathan

doi:10.1046/j.0266-4909.2003.00057.x

Cited by 60 publications

(50 citation statements)

References 21 publications

(25 reference statements)

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“…ICT can be a good tool for adapting teaching to children with different abilities and characteristics [5]; this has been demonstrated in previous research proving that the use of ICT benefits cognitive development [6] and motivation [7] in students with SN and their peers, as well as improves the literacy [8], communication [5], [9] and social skills [10], [11], [12], [13] of students with different types of SN. Research findings indicate progress in the cognitive and affective-social domain and correlate it with motivation, collaboration, flexible time management, diversity of learning methods, and autonomy in learning.…”

Section: Introductionmentioning

confidence: 82%

Information Communication Technology Use among Students in Inclusive Classrooms

Bagon¹,

Gačnik²,

Starčič

2018

Int. J. Emerg. Technol. Learn.

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Abstract-Inclusion has brought diversity into 21st-century classrooms and introduced challenges for teachers who must adapt their teaching to diverse groups of children. Related research findings indicate that information and communication technology (ICT) can be used to provide personalized learning and support inclusion. Our research compared the school-and leisure-related computer use of students in inclusive classrooms. The frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were examined. Consistent with those of previous studies, our findings show that students with special needs (SN) and their peers use computers more frequently for leisure activities than for school activities. Compared with their peers, students with SN use computers less frequently and are more resistant to computer use. No correlation was found between the presence of SN and a student's desire to use a computer or a student's opinion on whether computer use improves learning success. A comparison of male and female students revealed that boys use computers more frequently, and have a stronger belief that computer use improves learning success. This study discusses ICT integration in inclusive classrooms for personalized learning in all domains of learning, the cognitive, affective-social, and psychomotor domains. The main conclusions derived from the study inform teachers in planning their ICT integration for cognitive, social and emotional scaffolding of students in inclusive classrooms.Keywords-information and communication technology (ICT), inclusive class, students with special needs 56

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Section: Introductionmentioning

confidence: 82%

Information Communication Technology Use among Students in Inclusive Classrooms

Bagon¹,

Gačnik²,

Starčič

2018

Int. J. Emerg. Technol. Learn.

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“…E ainda em um outro estudo, Bishop (2003) testou a aplicabilidade do sistema de aprendizagem à distân-cia para THS, via internet, para ajudar os participantes a enfrentarem melhor suas dificuldades sociais, convertendo frases e sentenças que eles julgavam confusas ou ofensivas em definições mais concisas e compreensíveis.…”

Section: Modalidades Terapêuticas -Aplicação E Comparação De Intervenunclassified

“…Na intervenção multicomponente de Espada e cols. (2002) e no sistema de aprendizagem à distância de Bishop (2003), o THS foi aplicado individualmente. A predominância de aplicação do THS no formato grupal, em detrimento ao individual, pode ser justificada por apresentar as seguintes vantagens: (a) representa economia de tempo para o terapeuta; (b) oferece maior diversidade de ensaio comportamental com um número maior de pessoas; (c) possibilita generalização mais rápida dos ganhos e uma maior quantidade de feedback efetivo para os desempenhos treinados; (d) proporciona experiência com um número maior de situações-problema e mais suporte para solucioná-las; (e) possui maior disponibilidade de modelos múltiplos, além dos fornecidos pelo terapeuta; e (f) favorece aprendizagem de discriminação das possíveis conseqüências desejáveis e indesejáveis para emissão dos novos comportamentos aprendidos.…”

Section: Modalidades Terapêuticas -Aplicação E Comparação De Intervenunclassified

“…(2002) que comparou os dados de auto-registro (freqüência do comportamento-problema e intensidade do desconforto) e os escores obtidos nas medidas empregadas, e de Bishop (2003) que comparou as médias das atitudes favoráveis dos participantes, pontuadas em uma escala de gradação, em relação ao sistema de aprendizagem à distância.…”

Section: Modalidades Terapêuticas -Aplicação E Comparação De Intervenunclassified

“…(2002), o paciente apresentou melhora notável em suas relações sociais, especialmente frente às conversações e aos eventos sociais. No estudo de Bishop (2003), os participantes com fobia social generalizada indicaram se perceberem mais capazes de compreender as histórias, mas consideraram que o sistema de aprendizagem à distância não fez com que se sentissem melhores, além de demonstrarem uma atitude um pouco negativa com relação à funcionalidade do mesmo.…”

Section: Modalidades Terapêuticas -Aplicação E Comparação De Intervenunclassified

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Fobia social e habilidades sociais: uma revisão da literatura

Angélico

Crippa

Loureiro³

2006

Inter. Psicol.

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RESUMOObjetivou-se identificar nos indexadores Medline, PsycINFO, Lilacs e Scielo, no período de 2000 a 2005, estudos empíricos que abordem a fobia social e suas associações às habilidades sociais, visando a análise crítica das metodologias empregadas nesses estudos. Identificou-se 16 artigos, agrupados para análise em duas categorias: Modalidades Terapêuticas -Aplicação e Comparação de Intervenções Clínicas (N = 6), e Caracterização do Repertório de Habilidades Sociais (N = 10). Os estudos que compararam abordagens terapêuticas constataram a maior eficiência do treinamento em habilidades sociais (THS) para o desenvolvimento de repertório social mais competente, em comparação com a terapia cognitivo-comportamental. Os estudos de caracterização de perfis (10), relataram que os pacientes com fobia social apresentaram habilidades sociais mais deficitárias, apontando para o benefício potencial da participação em programas de THS. A análise crítica dos delineamentos apontou para a necessidade de novos estudos com amostras clínicas e não-clínicas, com alocação randômica dos participantes, com diagnóstico preciso e proposição de tarefas de interação contextualizadas, de modo a respaldar a generalização quanto à associação das habilidades sociais e fobia social, e evidenciar a funcionalidade e o processo pelo qual a ansiedade interfere no desempenho social.Palavras-chave: fobia social; ansiedade social; habilidades sociais. ABSTRACT Social phobia and social skills: a literature reviewThis study aimed to identify in the indexers Medline, PsycINFO, Lilacs and Scielo, in the period between 2000 and 2005, empirical studies that investigated social phobia in relation to social skills, followed by a critical analysis of the methodologies used by the studies listed. Sixteen papers were identified and grouped in two categories: Therapeutic Modalities -Application and Comparison of Clinical Interventions (N=6) and Characterization of the Social Skills Repertoire (N = 10). The studies that compared therapeutic approaches evidenced the higher efficiency of the Social Skills Training (SST), for the development of more competent social repertoire, compared to cognitive-behavioral therapy. The studies of profile characterization (10) reported that the patients with social phobia presented a social skills deficit, suggesting the potential benefit of participation in social skills training programs. The critical analysis of the researches design pointed to the need of new studies with clinical and non-clinical samples, with random allocation of participants, precise diagnosis, and proposition of contextualized interaction tasks, in order to support the generalization of findings related to the association between the social skills and social phobia, and to demonstrate the functionality and process by which anxiety interferes with social performance.

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ASDLAF: A Novel Autism Spectrum Disorder Learning Application Framework for Saudi Adults

Almazni

Beloff

2022

Lecture Notes in Networks and Systems

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Autism spectrum disorder (ASD) is a lifelong developmental disorder that causes difficulties in social interaction and communication for individuals with ASD. Although many studies about autism have been conducted across the world especially in Western countries, the topic is still in its infancy stage in developing countries. In particular, little is known about ASD in Saudi Arabia. With the increase of autism prevalence, it is noticeable that there is a lack of services for ASD people -especially adults. In this context, this study reviews and outlines the current situation with ASD services for adults in Saudi Arabia and how technology has supported the autism society in the region. This position paper advances the literature by developing a proposed novel Autism spectrum disorder learning application framework (ASDLAF) to investigate how ASD learning applications can help adults in Saudi Arabia by discovering and assessing factors that most influence the adoption of 'ASD learning applications'. The paper also outlines the methodology to be followed for ASDLAF evaluation. The result provides a comprehensive blueprint for applications developers and offers salient insights for the Saudi government for special education improvements.

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The Internet for educating individuals with social impairments

Cited by 60 publications

References 21 publications

Information Communication Technology Use among Students in Inclusive Classrooms

Information Communication Technology Use among Students in Inclusive Classrooms

Fobia social e habilidades sociais: uma revisão da literatura

ASDLAF: A Novel Autism Spectrum Disorder Learning Application Framework for Saudi Adults

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