Book contents
- Frontmatter
- Contents
- Tables
- Figures
- Preface
- Foreword
- Abbreviations
- Contributors
- Chapter 1 An Afrocentric perspective on Inclusive Education and Ubuntu
- Chapter 2 Framing Autism
- Chapter 3 Early Identification and Curriculum Differentiation for Learners with Autism
- Chapter 4 Religion and Autism: Integrating the Person with Autism into a Community
- Chapter 5 Voices and Views of Senior Students with ASD
- Chapter 6 Learners with ASD in a Rural Context
- Chapter 7 Technology Opening New Worlds for those with Autism – an Overview
- Chapter 8 Partnerships for Autism in the Zimbabwean Inclusive Education System
- Chapter 9 Parents and community partnerships in educating children with ASD as an Inclusive Education strategy
- Chapter 10 ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
- Chapter 11 Classroom Assessment of Learners with Autism – Implications for Educators
- Chapter 12 Autism and inclusion
- Chapter 13 Autism and the Law
- A Preliminary Conclusion: Trends in ASD Research in South(ern) Africa
- Appendix: Autism-related organisations in South Africa
- Index
Chapter 7 - Technology Opening New Worlds for those with Autism – an Overview
- Frontmatter
- Contents
- Tables
- Figures
- Preface
- Foreword
- Abbreviations
- Contributors
- Chapter 1 An Afrocentric perspective on Inclusive Education and Ubuntu
- Chapter 2 Framing Autism
- Chapter 3 Early Identification and Curriculum Differentiation for Learners with Autism
- Chapter 4 Religion and Autism: Integrating the Person with Autism into a Community
- Chapter 5 Voices and Views of Senior Students with ASD
- Chapter 6 Learners with ASD in a Rural Context
- Chapter 7 Technology Opening New Worlds for those with Autism – an Overview
- Chapter 8 Partnerships for Autism in the Zimbabwean Inclusive Education System
- Chapter 9 Parents and community partnerships in educating children with ASD as an Inclusive Education strategy
- Chapter 10 ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
- Chapter 11 Classroom Assessment of Learners with Autism – Implications for Educators
- Chapter 12 Autism and inclusion
- Chapter 13 Autism and the Law
- A Preliminary Conclusion: Trends in ASD Research in South(ern) Africa
- Appendix: Autism-related organisations in South Africa
- Index
Summary
Abstract
Using information and communication technologies (ICTs) has transformative effects on people with ASD. Technologies open worlds for those on the spectrum. The research question addressed is: How can technology be used to help students with ASD to be active participants in school, at home and in the community? Theoretical and conceptual frameworks and/or strategies as lenses for understanding this research include augmentative and alternative communication (AAC), technology-aided interventions and instruction for students with ASD and how technology can be used to facilitate personal, social and vocational skills in youth with ASD. A literature review e.g. compares direct and technology-based praise statements to increase physical activity for students with ASD. This section looks at portable video modelling technology to increase compliment behaviours, collaborative virtual environment technology, and the acceptance, challenges and application of wearable technology to support people with ASDs. Sections illustrate methodologies and designs used and research undertaken. Discussion of findings detail samples implemented. The value of findings is illustrated regarding filling gaps identified, with a summary concluding the chapter regarding how technology is used to advance autism research and treatment.
Introduction
Against the background of the vast changes in Information and Communication Technologies (ICTs) over especially the past ten years, the use of such technologies has been having profoundly “transformative effects on the lives of people” with ASD (Chandler, 2016, p. 43).
Since the introduction of smart phones and tablet devices, like the iPad and the subsequent explosion of such devices with specialised applications for communication and related skills (Chandler, 2016), the proliferation of such relatively inexpensive mobile technologies have dramatically changed how education and behavioural services are provided and/or delivered to individuals with ASD (Lofland, 2016).
Students these days are frequently referred to as digital natives in terms of technology. According to Lofland (2016), this is often also true for students on the autism spectrum. In fact, many individuals with ASD are more comfortable when interacting with inanimate objects like a computer or an iPad rather than communicate face-to-face with other humans.
It has been established that mobile technology, that, for most people, serve as only entertainment or convenience (Chandler, 2016), can be also be used effectively for assisting in learning academic areas.
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- Information
- AutismPerspectives from Africa Volume 1, pp. 84 - 106Publisher: University of South AfricaPrint publication year: 2020