scholarly journals Learning Disabilities in Children with Autism

2020 ◽  
Author(s):  
Ingrid Ya I Sun ◽  
Ana Carolina Martins Cortez ◽  
Fernanda Dreux Miranda Fernandes
Keyword(s):  
Learning Disabilities ◽  
Children With Autism

scholarly journals Ability of Children with Learning Disabilities and Children with Autism Spectrum Disorder to Recognize Feelings from Facial Expressions and Body Language

2018 ◽  
Vol 8 (2) ◽  
pp. 10 ◽  
Author(s):  
Alev Girli ◽  
Sıla Doğmaz
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Facial Expressions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Body Language ◽  
The Body ◽  
Spectrum Disorder ◽  
Black And White ◽  
The Face

In this study, children with learning disability (LD) were compared with children with autism spectrum disorder(ASD) in terms of identifying emotions from photographs with certain face and body expressions. The sampleconsisted of a total of 82 children aged 7-19 years living in Izmir in Turkey. A total of 6 separate sets of slides,consisting of black and white photographs, were used to assess participants’ ability to identify feelings – 3 sets forfacial expressions, and 3 sets for body language. There were 20 photographs on the face slides and 38 photographson the body language slides. The results of the nonparametric Mann Whitney-U test showed no significant differencebetween the total scores that children received from each of the face and body language slide sets. It was observedthat the children with LD usually looked at the whole photo, while the children with ASD focused especially aroundthe mouth to describe feelings. The results that were obtained were discussed in the context of the literature, andsuggestions were presented.

scholarly journals Robots in special education: reasons for low uptake

2019 ◽  
Vol 13 (2) ◽  
pp. 59-69
Author(s):  
Maria Jose Galvez Trigo ◽  
Penelope Jane Standen ◽  
Sue Valerie Gray Cobb
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Design Methodology ◽  
Real Life ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Learning Activities ◽  
Autism Spectrum Conditions ◽  
Content Type ◽  
The Uk

Purpose The purpose of this paper is to identify the main reasons for low uptake of robots in special education (SE), obtained from an analysis of previous studies that used robots in the area, and from interviewing SE teachers about the topic. Design/methodology/approach An analysis of 18 studies that used robots in SE was performed, and the conclusions were complemented and compared with the feedback from interviewing 13 SE teachers from Spain and the UK about the reasons they believed caused the low uptake of robots in SE classrooms. Findings Five main reasons why SE schools do not normally use robots in their classrooms were identified: the inability to acquire the system due to its price or availability; its difficulty of use; the low range of activities offered; the limited ways of interaction offered; and the inability to use different robots with the same software. Originality/value Previous studies focussed on exploring the advantages of using robots to help children with autism spectrum conditions and learning disabilities. This study takes a step further and looks into the reasons why, despite the benefits shown, robots are rarely used in real-life settings after the relevant study ends. The authors also present a potential solution to the issues found: involving end users in the design and development of new systems using a user-centred design approach for all the components, including methods of interaction, learning activities and the most suitable type of robots.

Teachers' Attitudes, Motivation, and Use of iPads to Support Children With Learning Disabilities Versus Children With Autism Spectrum Disorder

2019 ◽  
Vol 18 (2) ◽  
pp. 131-159
Author(s):  
Sigal Eden ◽  
Margalit Navon ◽  
Adina Shamir
Keyword(s):  
Autism Spectrum Disorder ◽  
Learning Disabilities ◽  
Technology Use ◽  
Teaching And Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Students With Ld ◽  
Digital Competencies ◽  
Teachers Attitudes

The aim of the current study is to compare teachers' attitudes, motivation, and use of iPads to support teaching children with learning disabilities (LD) versus children with autism spectrum disorder (ASD). Three hundred and nine teachers (294 females and 15 males) between the ages of 25 to 62 (M = 42.66) participated in the study. The teachers were divided into two groups according to their students' disability type: 221 teachers of students with LD and 88 teachers of students with ASD. The teachers were evaluated by six questionnaires: demographic characteristics, general technology use, experience with iPads, digital competencies, attitudes toward iPads, and teacher's preparedness for iPad use. Results show that teachers in both groups find that the iPad is a useful tool to promote teaching and learning. However, the findings reveal that teachers of children with ASD use iPads more frequently and for a longer duration in the classroom. Furthermore, teachers of students with ASD seek more training.

scholarly journals The founding story of «SULAMOT Group»: from parental experience to professional help to children with ASD

2016 ◽  
Vol 14 (3) ◽  
pp. 49-54
Author(s):  
M. Slepyan
Keyword(s):  
Learning Disabilities ◽  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Professional Help ◽  
Specialized Treatment ◽  
Parental Experience ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
New Education

Famous Israeli multi-disciplinary center for learning disabilities and ASD treatment «SULAMOT Group» was founded by two friends, as one of them faced with the problem of autism in her own son. Both acquired new education and wide knowledge about autism. It helped in the organization of specialized treatment for children with autism spectrum disorders, not only from Israel but also from other countries with Russian-speaking population

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