UI REACH: A Postsecondary Program Serving Students with Autism and Intellectual Disabilities

2013 ◽  
Vol 36 (4) ◽  
pp. 169-194 ◽  
Author(s):  
Jo M. Hendrickson ◽  
Rori Carson ◽  
Suzanne Woods-Groves ◽  
Janis Mendenhall ◽  
Bethany Scheidecker
Keyword(s):  
Intellectual Disabilities ◽  
Students With Autism ◽  
Postsecondary Program

Use of Humanoid Robots for Students With Intellectual Disabilities

2019 ◽  
pp. 208-228
Author(s):  
Ayşe Tuna ◽  
Emine Ahmetoğlu
Keyword(s):  
Intellectual Disabilities ◽  
Situation Awareness ◽  
Humanoid Robots ◽  
Autism Spectrum ◽  
Physical Activities ◽  
Future Research ◽  
Educational Goals ◽  
Future Research Directions ◽  
Students With Autism ◽  
Students With Intellectual Disabilities

In parallel with the significant developments in robotics, humanoid robots have become popular recently. It is known that when humanoid robots are used for educational goals, students become more interested in learning activities, develop better situation awareness through exercises and physical activities, and learn more effectively. Therefore, humanoid robots will possibly play a key role in education in the future. Since humanoid robots have enhanced social skills, are able to repeat a particular sequence many times, and provide real-time feedback, they can improve the engagement of students with intellectual disabilities and may find significant acceptance in specific target groups, such as students with autism spectrum disorder. In this chapter, the authors investigate the use of humanoid robots for students with intellectual disabilities and review existing approaches in this domain. In addition, limitations and challenges to the use of humanoid robots for educational goals are discussed. Finally, the authors investigate research challenges in this domain and state future research directions.

Comparison of Task Performance by Students with Autism and Moderate Intellectual Disabilities When Presenting Video Models on Large and Small Screen Sizes

2012 ◽  
Vol 27 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Linda C. Mechling ◽  
Iva R. Youhouse
Keyword(s):  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Personal Digital Assistant ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Motor Tasks ◽  
Screen Size ◽  
Alternating Treatments Design ◽  
Final Treatment ◽  
Students With Autism

This investigation compared the ability of students with disabilities to complete fine motor tasks when presented with video models on a small personal digital assistant (PDA) screen and a traditional computer laptop screen. Two groups of elementary age students participated in the study: four with moderate intellectual disabilities (Moderate ID), and four with autism spectrum disorders (ASD). An adapted alternating treatments design with extended baseline, comparison, and final treatment condition was used to compare performance across the two screen sizes. Overall results suggest that students with ASD may perform equally as well, regardless of screen size, while some students with Moderate ID may need a larger screen size in order to perform fine motor tasks using video models. Results further indicate that individual differences occurred across some of the students (two of the four students with Moderate ID performed better when using the smaller screen) and that task requirements may have influenced performance (more errors occurred with tasks that may have presented greater cognitive challenges to students).

Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice

2020 ◽  
Vol 44 (1) ◽  
pp. 28-45
Author(s):  
Therese M. Cumming ◽  
Iva Strnadová ◽  
Joanne Danker
Keyword(s):  
Intellectual Disabilities ◽  
Best Practice ◽  
Transition Planning ◽  
Research Policy ◽  
Large Body ◽  
Future Research ◽  
Policy And Practice ◽  
Transition Programming ◽  
Planning Processes ◽  
Students With Autism

AbstractStudents with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various transitions and contexts. The researchers aimed to use the current qualitative study to discover the transition planning practices used to support students with autism and intellectual disabilities in inclusive school settings when transitioning from primary to secondary schools and from secondary school to postschool life in New South Wales (Australia). The practices that emerged were then examined for alignment with the Taxonomy for Transition Programming 2.0. The inductive content analysis of interviews with 8 parents and 13 teachers indicated that although most of the areas of the Taxonomy are represented in the planning processes, there is room for improvement, particularly in the areas of formal individual education program and transition planning, student involvement, information sharing, and program assessment. The results highlighted the importance of formal student- and family-centred planning processes to the success of both transitions. The results were used to make further recommendations for future research, policy, and practice.

Use of Humanoid Robots for Students With Intellectual Disabilities

2022 ◽  
pp. 1181-1196
Author(s):  
Ayşe Tuna ◽  
Emine Ahmetoğlu
Keyword(s):  
Intellectual Disabilities ◽  
Situation Awareness ◽  
Humanoid Robots ◽  
Autism Spectrum ◽  
Physical Activities ◽  
Future Research ◽  
Educational Goals ◽  
Future Research Directions ◽  
Students With Autism ◽  
Students With Intellectual Disabilities

In parallel with the significant developments in robotics, humanoid robots have become popular recently. It is known that when humanoid robots are used for educational goals, students become more interested in learning activities, develop better situation awareness through exercises and physical activities, and learn more effectively. Therefore, humanoid robots will possibly play a key role in education in the future. Since humanoid robots have enhanced social skills, are able to repeat a particular sequence many times, and provide real-time feedback, they can improve the engagement of students with intellectual disabilities and may find significant acceptance in specific target groups, such as students with autism spectrum disorder. In this chapter, the authors investigate the use of humanoid robots for students with intellectual disabilities and review existing approaches in this domain. In addition, limitations and challenges to the use of humanoid robots for educational goals are discussed. Finally, the authors investigate research challenges in this domain and state future research directions.

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